| Autor: |
Metin Buğday |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
Journal of Research in Social Sciences and Language, Vol 2, Iss 1, Pp 24-48 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2747-5646 |
| DOI: |
10.20375/0000-000E-C304-1 |
| Popis: |
This study aimed to evaluate the effect of teacher training program developed on dysgraphia concerning teachers' knowledge proficiency. The study was organized according to the mixed method. There is no significant difference between the pre-test knowledge competencies of the experimental group teachers and the control group participants, where the training program developed for teachers working with dysgraphia students was applied. There is a significant difference in favor of the experimental group between the post-test knowledge competencies of the participants in the experimental group and the control group, where the training program developed for teachers working with dysgraphia students was applied. There is a significant difference in favor of the experimental group between the retention test scores of the experimental group participants and the control group participants, where the training program developed for teachers working with dysgraphia students was applied. It has been observed that teachers make statements consistent with the literature to a large extent, both when identifying the students with dysgraphia in their classrooms and when explaining the developmental characteristics of students with dysgraphia. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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