Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
The experiences of students with disabilities in an english language teacher education program: a case study on preservice teachers with visual impairments
Download
index.pdf
Date
2016
Author
Çınarbaş, Halil İbrahim
Metadata
Show full item record
Item Usage Stats
384
views
237
downloads
Cite This
This qualitative case study aimed to explore the experiences of two pre-service teachers with visual impairments in an English language teaching teacher education program in terms of inclusive practices, accessibility, need accommodation, and institutional issues. Two pre service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and documents. The qualitative analysis of data was done with the utilization of MAXQDA software. The themes “definition of a teacher”, “inclusive practices”, “attitudes to disability”, and “institutional issues” emerged from the data analysis. This study found that pre-service teachers with visual impairments are not considered to fit in the language teaching profession by teacher educators, and if they are to be in the teaching profession, they are expected to work at School for the Blind. In addition, the pre-service teachers with visual impairments experience accessibility issues in transportation and curricular activities, and the teacher educators in this study could not fully accommodate the needs of the pre-service teachers with visual impairments. Thus, teacher educators need professional development programs to learn how to accommodate the needs of the pre-service teachers with visual impairments. Besides, the institution in which this research study was conducted only followed the regulations of the Council of Higher Education, and the administrators stated if there were not the likelihood of economic sanctions, the institution would not provide any additional accommodation for students with disabilities. Finally, the study revealed that the peers were aware of the challenges linked to disability and they had empathy for the pre-service teachers with visual impairments.
Subject Keywords
English teachers.
,
Vision disorders.
,
English teachers
,
Student teachers
,
English language
URI
http://etd.lib.metu.edu.tr/upload/12620519/index.pdf
https://hdl.handle.net/11511/26046
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
An Analysis of english language testing and evaluation course in english language teacher education programs in Turkey: developing language assessment literacy of pre-service efl teachers
Şahin, Sevgi; Hatipoğlu, Çiler; Department of Foreign Language Education (2019)
This thesis aims to draw a detailed portrait of the status quo of English Language Testing and Evaluation Course (ELTEC) in the English Language (EL) Teacher Education Programs in Turkey focusing on the construct of language assessment literacy (LAL) for prospective EFL teachers. To this end, it examines how ELTEC instructors plan, teach, and assess in the ELTEC, the problems encountered; suggestions and solutions to these problems for effective LAL development as well as pre-service EFL teachers' evaluatio...
The impact of teaching practicum on pre-service teachers’ perception of ELT
Arığ, Ayşe; Çopur, Deniz; Department of English Language Teaching (2016)
The purpose of the current study is to explore and identify the effects of practicum on pre-service English teachers’ perceptions of ELT. The study aims to interpret student teachers’ beliefs and perceptions after their first practicum experience during their school visits in FLE 425 School Experience. Five senior pre-service EFL student teachers, who had their first teaching experience in FLE 425 took part in the study. All student teachers were studying in the Department of Foreign Language Education at M...
An Exploratory case study of pre-service EFL teachers' sense of efficacy beliefs and perceptions of mentoring practices during practice teaching
Rakıcıoğlu Söylemez, Anıl Ş; Eröz Tuğa, Betil; Department of English Language Teaching (2012)
Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers; how this relationship plays a role in shaping pre-service teachers’ learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experie...
The Perceptions of EFL pre-service teachers about cooperative learning
Çakmak Akpolat, Ebru; Savaş, Perihan; Department of Foreign Language Education (2016)
This study was an investigation into the perceptions and the experiences of EFL preservice teachers of about cooperative learning strategy in their educational setting. The study also revealed if there were any differences between the 2nd grade and the 4th grade EFL pre-service teachers about the issue. The study was conducted with 148 pre-service teachers from the Foreign Language Education department in a state university in Ankara, Turkey. The main data collection instrument was a questionnaire. The key ...
The perceptions of pre-service EFL teachers on their professional identity formation throughout practice teaching
Taşdemir, Hanife; Seferoğlu, Gölge; Department of English Language Teaching (2016)
This qualitative case study aims at exploring the pre-service EFL teachers’ opinions on the essentials of teacher professional identity, their own professional identity development throughout practice teaching, and the effects of practice teaching and reflection on their understanding of their professional identity. Thirty-one pre-service EFL teachers, enrolled to the second course of the practicum component FLE 404 Practice Teaching, participated in the study. Data were gathered through pre-practice teachi...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
H. İ. Çınarbaş, “The experiences of students with disabilities in an english language teacher education program: a case study on preservice teachers with visual impairments,” M.S. - Master of Science, Middle East Technical University, 2016.
