THE EFFECT OF IN-CLASS AND HOMEWORK PRACTICES AND FEEDBACK ON TEACHER CANDİDATES ANECDOTAL/ABC RECORD SKILLS

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Purpose of this study is to find out the effect of in-class and homework practices and feedback on anecdotal and Antecedent-Behavior-Consequence (ABC) record skills, on second year teacher candidates in special education department. The study is based on “Explanatory Design”, which is a mixed method involving the use of qualitative and quantitative techniques together. During the quantitative stage of the research, single group pre-test post-test model has been used as a pre- testing model; while case study model has been utilized at the qualitative stage. The study group consists of 46 teacher candidates who are sophomore students at the Special Education Department of a university and are enrolled to the Applied Behavior Analysis (ABA) course in 2017 -2018 Academic Year. Quantitative data of the research have been collected through Anecdotal Record Control List (ARCL) and ABC Record Control List (ACL), while the qualitative data have been collected through Semi Structured Interview Form. The data collected at the quantitative stage of the study have been analyzed with the help of non-parametric Wilcoxon test, whereas the data collected from the interviews held for the qualitative stage of the research have been analyzed through content analysis method. The quantitative findings obtained at the end of the research have revealed that in-class and homework applications and feedback on anecdotal and ABC record skills made a significant contribution to teacher candidates. On the other hand, qualitative findings obtained as a result of the interview held with 10 teacher candidates support the quantitative data.

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Anecdotal record , ABC record , pre , service teacher training , feedback , applied behavior analysis , teacher training

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi