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Journals / Muallim Rıfat Eğitim Fakültesi Dergisi / 2026 / Cilt: 8 Sayı: 2

Special Education Teacher Candidates' Views on Guided Notes

Özel Eğitim Öğretmen Adaylarının Rehberli Notlara İlişkin Görüşleri

Duygu Dönmez(DÜZCE ÜNİVERSİTESİ)0000-0001-6396-5756
Ayşe Nur Kart(DÜZCE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-2334-4258
Pages
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Publication Date
2026-08-26
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings show that students' overall perceptions of guided notes were moderately positive (X̄ = 3.24).

📌 3 Key Takeaways

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Objective & Hypothesis:Guided notes are structured handouts prepared by the instructor that contain the main outline of a lecture but leave key concepts, definitions, or relationships blank for students to fill in during class.
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Key Findings & Data:This instructional strategy aims to help students focus during the lesson, reduce their cognitive load, and process information more effectively.
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Conclusion & Impact:The findings show that students' overall perceptions of guided notes were moderately positive (X̄ = 3.24).
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Rehberli notlar · özel eğitim · öğretmen adayları

Abstract

Guided notes are structured handouts prepared by the instructor that contain the main outline of a lecture but leave key concepts, definitions, or relationships blank for students to fill in during class. This instructional strategy aims to help students focus during the lesson, reduce their cognitive load, and process information more effectively. This study aims to investigate the views and experiences of teacher candidates enrolled in the Special Education Teaching undergraduate program regarding the guided notes used in the course Teaching Social Adaptation Skills in Special Education. A total of 48 teacher candidates voluntarily participated in the study, which employed a descriptive survey design. Data were collected via a data collection tool developed by the researchers, consisting of a 10-item five-point Likert-type questionnaire and two open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The findings show that students' overall perceptions of guided notes were moderately positive (X̄ = 3.24). Of the participants, 64.6% stated that they found the lessons in which guided notes were used more productive than those in which they were not. Teacher candidates' first-hand experience with guided notes may contribute to their understanding and implementation of structured and inclusive instructional strategies in their future professional practice. The results of the study indicate that guided notes are an effective instructional strategy that supports the learning processes of special education teacher candidates, increases their active participation in the lesson, and makes a positive contribution to their perceptions of academic achievement.

Özet

Rehberli notlar, öğretim elemanı tarafından hazırlanan, dersin ana hatlarını içeren ancak öğrencilerin ders sırasında doldurması için anahtar kavramların, tanımların veya ilişkilerin boş bırakıldığı yapılandırılmış materyallerdir. Bu öğretim stratejisi, öğrencilerin derse odaklanmalarını, bilişsel yüklerini azaltmalarını ve bilgiyi daha etkili biçimde işlemelerini desteklemeyi amaçlamaktadır. Bu araştırma, Özel Eğitim Öğretmenliği lisans programında öğrenim gören öğretmen adaylarının, Özel Eğitimde Sosyal Uyum Becerilerinin Öğretimi dersinde kullanılan rehberli notlara ilişkin görüş ve deneyimlerini incelemeyi amaçlamaktadır. Betimsel tarama modeliyle desenlenen çalışmaya, 48 öğretmen adayı gönüllü olarak katılmıştır. Veriler, araştırmacılar tarafından geliştirilen 10 maddelik beşli Likert tipi anket ve iki açık uçlu sorudan oluşan bir veri toplama aracıyla elde edilmiştir. Nicel veriler betimsel istatistiklerle, nitel veriler ise tematik analizle çözümlenmiştir. Bulgular, öğrencilerin rehberli notlara yönelik genel algılarının orta-olumlu düzeyde olduğunu (X̄ = 3,24) göstermektedir. Katılımcıların %64,6'sı rehberli notların kullanıldığı dersleri, kullanılmayan derslere göre daha verimli bulduğunu ifade etmiştir. Öğretmen adaylarının rehberli notları bizzat deneyimlemeleri, gelecekteki mesleki uygulamalarında yapılandırılmış ve kapsayıcı öğretim stratejilerini anlamalarına ve uygulamalarına katkı sağlayabilir. Araştırma sonuçları, rehberli notların özel eğitim öğretmen adaylarının öğrenme süreçlerini destekleyen, derse aktif katılımlarını artıran ve akademik başarı algılarına olumlu katkı sunan etkili bir öğretim stratejisi olduğunu göstermektedir.

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Cite This Article

Dönmez, D., Kart, A. N. (2026). Special Education Teacher Candidates' Views on Guided Notes. Muallim Rıfat Eğitim Fakültesi Dergisi, Cilt: 8 Sayı: 2. https://ajindex.com/articles/1530016

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