Abstract
EXAMINING THE PRİMARY SCHOOL TEACHERS PROFESSIONAL COMPETENCE WHO HAVE THE INCLUSIVE STUDENTS IN THEIR CLASSROOMS
In this study, the professional competencies of classroom teachers for inclusive education were investigated. The research was designed as a quantitative study. The sample of the study consisted of 150 primary school teachers who worked in the first level of public schools affiliated to the Ministry of National Education in Silifke district of Mersin province in the 2021-2022 academic year and had inclusive students in their classes. The data collection tool used in the research; It consists of two parts, and the "Professional Competences Development Scale for Inclusive Education of Teachers" developed by Karaca (2018) was used to determine professional competence. According to the data obtained as a result of the research, there is a significant difference in favor of the teachers who received in-service inclusive education in the total scale and all sub-dimensions between the teachers who received and did not receive in-service inclusive education. According to the results of the research, there is a significant difference between teachers aged 26-35 and teachers aged 46 and over, in favor of teachers aged 26-35. According to the results of the research, there is no difference between the teachers in terms of inclusive education professional competence depending on the variable of seniority.
Keywords
Inclusive Education, In-Service, Professional Competence
