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This study aimed to identify special education teacher candidates’ views on evidence-based practices. This study utilized interview technique, a qualitative research method. Descriptive analysis was used in the study to analyze the data collected via interview technique. A total of 11 special education teacher candidates (3 females, 8 males) attending their fourth year in Special Education Department of Faculty Education participated in the study voluntarily.  Special education teacher candidates stated that undergraduate education should include more theory and practice in regards to evidence-based practices used in children with Autism Spectrum Disorder (ASD), that methods related to ASD should be taught and that they wanted to use errorless teaching methods, direct teaching method and expository teaching approach when they start their profession. It was found that special education teacher candidates reported the need to incorporate applied training in regards to teaching evidence-based practices in undergraduate training, the need to learn about various practices and their desire to attend conferences organized by experts in the field of evidence-based practices. It was found that special education teacher candidates had superficial knowledge about the concept of evidence-based practices, they had limited information on evidence-based practices reported in literature and they wanted to have more applied training and opportunities to make observations in high quality educational environments. Extended English summary is in the end of Full Text PDF (TURKISH) file.OzetBu arastirmanin genel amaci, ozel egitim ogretmen adaylarinin bilimsel dayanakli uygulamalar hakkindaki goruslerini belirlemektir. Bu calismada nitel arastirma yontemlerinden gorusme teknigi kullanilmistir. Arastirmada betimsel analiz kullanilmistir. Gorusme teknigiyle elde edilen veriler bu yaklasimla analiz edilmistir. Arastirmaya, egitim fakultesi ozel egitim bolumu dorduncu sinifta lisans egitimine devam eden ucu kiz, sekizi erkek olmak uzere toplam 11 ozel egitim ogretmen adayi gonullu olarak katilmistir. Arastirma sonucunda ozel egitim ogretmen adaylari, bilimsel dayanakli uygulamalar kavramini gecerligi ve guvenirligi kanitlanmis, planli programli uygulamalar olarak ifade etmislerdir. Ogretmen adaylari, otizm spektrum bozuklugu olan cocuklarin egitiminde yanlissiz ogretim yontemlerinin ve dogrudan ogretim yonteminin kullanildigini ifade etmislerdir. Ozel egitim ogretmen adaylarinin lisans egitiminde otizm spektrum bozuklugu olan cocuklarda kullanilan bilimsel dayanakli uygulamalar konusunda teori veya uygulamaya iliskin daha fazla uygulamaya yer verilmesini, otizm spektrum bozuklugu ile ilgili yontemlerin ogretilmesini istediklerini, ogretmen olarak atandiklarinda yanlissiz ogretim yontemlerini, dogrudan ve sunus yoluyla ogretim yontemlerini kullanmak istediklerini ifade etmislerdir. Ozel egitim ogretmen adaylarinin lisans egitiminde bilimsel dayanakli uygulamalarin ogretimiyle ilgili uygulamali egitime daha cok yer verilmesi gerektigi, tum uygulamalar hakkinda bilgi verilmesi ve bilimsel dayanakli uygulamalar ile ilgili alan uzmanlari tarafindan konferanslar duzenlenmesi gerektigine yonelik gorus bildirdikleri bulgulanmistir. Bu arastirmanin sonucunda ogretmen adaylarinin bilimsel dayanakli uygulama kavrami hakkinda yuzeysel bilgiye sahip olduklari, alanyazinda belirlenen bilimsel dayanakli uygulamalar ile ilgili sinirli bilgiye sahip olduklari, bilimsel dayanakli uygulamalar ile ilgili daha fazla uygulamali egitim istedikleri ve nitelikli egitim ortamlarinda daha fazla gozlem yapma firsati istedikleri belirlenmistir.

journal of human sciences

Special education teacher candidates’ views on evidence-based practices&lt;p&gt;Özel eğitim öğretmen adaylarının bilimsel dayanaklı uygulamalar hakkındaki görüşleri