Dijital Hikâye Anlatımı ile Kapsayıcı Eğitim Bağlamında Beden Eğitimi Öğretmen Eğitimi: Bir Eylem Araştırması Çalışması

Abstract

. In this action research, the contribution of digital storytelling to the professional development of pre-service physical education teachers in the context of inclusive education was examined. In addition, it is aimed to explore how the digital stories created by pre-service teachers are received by teacher educators. For this purpose, 6 pre-service physical education teachers and 4 teacher educators working with them participated in a 28-week intervention program. Qualitative approach was adopted in this study. Data were collected through audio recordings, digital stories, and observation notes from semi-structured focus group interviews conducted in the community of practice. Thematic analysis was performed for the analysis of the data set. The findings of the study show that with the inclusion of digital storytelling (DST), it is possible for pre-service teachers to understand the components of inclusive education through their own experiences and to realize the value and responsibilities of making their practices in schools more inclusive. In this context, it is seen that pre-service teachers can make sense of the value of movement in terms of inclusive education practices and the contributions which they can offer as interdependent and independent quality of life. In addition, the inclusion of DST contributes to the fact that the pre-service teachers' education at university is more inclusive by ensuring pre-service teachers are listened to. This study as an example of inclusive education with DST have revealed original answers to the question of "how can we change our own practices", which is at the center of action research in terms of both teacher educators’ reflection on their own practices and pre-service teachers' voices being heard.