ABSTRACT

This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English trainees, participated in semi-structured and scenario-based interviews. The quantitative data showed that both countries’ trainees’ attitudes level were high, but English trainees` attitude were more positive than the Turkish trainees. However, the qualitative data indicated that the absence of direct, practical experience was a major concern, and most felt the need to gain direct experience starting from their first year of teaching about inclusive teaching practices.

摘要

本研究探讨了在新冠肺炎 (COVID-19) 限制期间进行的远程学习如何影响土耳其和英国小学见习教师对针对有特殊教育需求和残疾学生的全纳教育的态度。总共有 136 名土耳其语和 25 名英语小学见习教师完成了 TAIS 调查，另外 14 名土耳其语和 2 名英语见习教师参加了半结构化和情景访谈。定量数据显示，两国学员的态度水平均较高，但英国学员的态度比土耳其学员更为积极。然而，定性数据表明，缺乏直接的实践经验是一个主要问题，