Empower the power: Investigation of the empowering process of preschool teachers in inclusion practices

The study was carried out in order to determine the needs of pre-school teachers who have special needs students within the scope of inclusion practises, to create a modular structure-based teacher empowerment program in line with these requirements and to examine the process. Requirement; semi-structured interviews with 12 pre-school teachers who work in pre-school education institutions in Eskişehir province affiliated to the Ministry of National Education and have students with special needs in their class, 9 teachers were observed by conducting observations in their classrooms and by examining previous studies with educational programs. The modular program was prepared by determined requirements was applied to two different groups of participants. In the first implementation, electronic coaching (e-coaching) was offered both in web environment and face-to-face, and program was applied to six teachers. In the second implementation, the program was enriched by transferring face-to-face practice activities to the web environment and 28 participants took part. After the implementation of the program, interviews were held with the participants to examine the functioning of the program. In addition, all the documents obtained in the process, the answers given to the multiple-choice and open-ended questions at the end of the modules, individual interactions, the participants' questions, opinions, requirements in the process, and the data were collected and the functioning of the program was examined.