In increasing the effectiveness of in-class inclusive education practices through supervision of teaching

The aim of this research is to increase the effectiveness of in-class inclusive education practices through instructional supervision. The research was carried out in three stages: needs analysis, classroom observations and interviews after observations. In the research, action research design, one of the qualitative research designs, was used. In this direction, in the first stage, it was tried to determine the perceptions of the teachers who practice inclusive education in Gaziantep, the problems they encounter in their practices, the reasons for these problems and their suggestions regarding these problems. In the second stage, classroom observations were made with the data obtained from the needs analysis and the observation forms determined by the opinions of the experts. Classroom observation process consists of three steps as pre-observation interview, observation and post-observation interview. Finally, a semi-structured interview was conducted after the classroom observations. The research was carried out with 12 female preschool teachers from 4 independent kindergartens in Gaziantep province in the 2020-2021 academic year. The classroom observation process of the research was carried out with a teacher, taking into account the pandemic conditions, time and volunteerism. A semi-structured interview form consisting of 14 questions was used in the needs analysis and the last interview after the observations of the research. Classroom observations were carried out according to 12 focal points consisting of 14 forms in total. Classroom observations were recorded using video recording technique. Research findings are also given under three headings as needs analysis, classroom observation and post-observation interview. As a result of the research, it was determined that only some of the teachers could make accurate and clear definitions of inclusive education, and that they had problems in many areas when considering the in-class and out-of-class factors in classroom practices. In classroom observations, it was observed that the teacher's effectiveness increased with the guidance and support offered to the teacher, and this was confirmed by the participant's post-observation interviews. Considering the in-class and out-of-class factors in classroom practices, it has been determined that they have problems in many areas. In classroom observations, it was observed that the teacher's effectiveness increased with the guidance and support offered to the teacher, and this was confirmed by the participant's post-observation interviews. In this regard, some suggestions were made based on the findings. Considering the in-class and out-of-class factors in classroom practices, it has been determined that they have problems in many areas. In classroom observations, it was observed that the teacher's effectiveness increased with the guidance and support offered to the teacher, and this was confirmed by the participant's post-observation interviews. In this regard, some suggestions were made based on the findings.