International Journal of Trends and Developments in Education

Examining the Views of Teachers on the Difficulties They Experience in Inclusive Education

Aydanur Parlak, Yasemin Şentürk — Thu, 21 Mar 2024 00:00:00 +0300

The research was carried out in order to reveal the difficulties experienced by teachers during inclusive education. Phenomenology, one of the qualitative research designs, was used in the research. 12 teachers working in Sakarya province were determined as the study group. In the research, it was concluded that the teachers received the Internet and the support of experts in the field in preparing IEP, that they had difficulties such as crowded classrooms and student reluctance in IEP implementation, that they had problems with the materials to be used in inclusive education, and that research students had problems in communicating with their families during the inclusive education process. On the other hand, it was concluded that most of the teachers participating in the research did not have any problems with the school administration, and that some teachers avoided cooperating with the teachers about inclusive education. On the other hand, the teachers participating in the research also offered solutions to the difficulties they experienced during inclusive education.

Investigation of The Attitudes of Generation Z Toward Metaverse Technology

gökçen nacar, Serhan Çekiç, Nuh Okumuş — Thu, 21 Mar 2024 00:00:00 +0300

The research aims to evaluate the attitudes of Generation Z and Generation X educators towards the emerging field of the Metaverse, utilizing qualitative research methods through a case study approach. Semi-structured interview forms were employed to gather insights from participants, with 10 prepared questions refined through expert input. Findings indicated participants' familiarity with the Metaverse primarily through platforms like Roblox, reflecting their digital native status and heightened technology integration. Mark Zuckerberg's conceptualization of the Metaverse as a 3D space for interaction resonated with participants, albeit with concerns regarding privacy and disconnection from reality. Despite apprehensions, there was a shared interest in experiencing the Metaverse for its potential to offer unique opportunities not feasible in real life. The study highlighted potential advantages of Metaverse technology in facilitating simultaneous activities and overcoming spatial constraints, although privacy and social disconnect emerged as significant concerns. Additionally, there were apprehensions about the impact of the Metaverse on individuals' self-perceptions and social interactions. While participants expressed reservations about the novelty of the Metaverse and potential privacy issues, there was a collective interest in exploring its possibilities. The research underscores the evolving nature of the Metaverse and the diverse perspectives surrounding its adoption, suggesting a need for further exploration to understand its implications fully.

The Relationship Between Empowering Leadership Characteristics and Entrepreneurial Teacher Behaviours

Emrah Güngör, Gamze Güngör, Prof. Dr. Mustafa Bayrakcı — Thu, 21 Mar 2024 00:00:00 +0300

Leadership characteristics of school administrators and the level of perception of teachers towards leadership behaviors are essential for school success. Being conscious of the relationship between the behaviors that affect teachers' behaviors and their consequences has the potential to improve school achievement. This study aimed to investigate the effects of empowering leadership characteristics of school administrators on teacher entrepreneurship. The research employed the quantitative method, and 400 teachers participated in the study electronically. The data were analysed using descriptive and correlation and regression analysis techniques. The teachers in Sakarya Province participated in the research, and the analyses of their responses revealed that the level of teachers' perceptions of empowering leadership was average and did not differ according to gender. It was observed that the perceptions of coaching for innovative performance decreased as the educational level increased. For this reason, the higher the education levels of the teachers, the higher their expectations of empowering leadership. It determined that the level of risk-taking and initiative-taking of teachers varied by their seniority years and gender, and the perception of risk-taking and initiative-taking was higher in both males and teachers with more seniority years. Junior teachers can develop risk-taking and initiative behaviours through activities that make them feel comfortable.