Imaginaries of pre-service teachers from La Salle University about inclusive education

2021

In Latvia, inclusive education is relevant as seen in the past several decades, during which time society has developed a more comprehensive understanding of and made significant progress towards implementing inclusive education. Nevertheless, there is still a gap between the priorities of education policy and reality in educational institutions. The quality of education accorded to students is informed by the knowledge, understanding and experience of teachers in the implementation of concepts of inclusive education. The current study aimed at identifying the visions of prospective teachers (already working in schools) concerning inclusive education. To explore the experiences of future teachers, this qualitative study used narratives (i.e., written answers to open-ended discussion questions) of prospective teachers as a research strategy. The study team recruited participants at the University of Latvia, which included 61 students in the work-based teacher education study programm...

International Journal of Educational Innovation and Research, 2024

The study sought to explore preservice teachers’ perspective on the implementation of inclusive education in the university of Education, Winneba, specifically, the department of Special Education. The study employed a phenomenological design. Semi-structured interviews were used to gather data for the study. The population of the study comprised preservice teachers in their final year. The purposive sampling technique was used to select the participants. The sample size of the study was 21 preservice teachers within the department of Special Education. Majority of the respondents perceived that, the implementation of inclusive education is a movement away from segregation, it is a tool for effective inclusive teaching. The study recommends that, Policy makers such as the Ministry of Education should make available copies of the inclusive education Policy book to preservice teachers. This would enable preservice teachers to have indebt knowledge on the policy and as well as its practice. It is also recommended that, the University of Education, Winneba should organize and schedule frequent workshop trainings on inclusive education professional development for preservice teachers.

WISDOM

Inclusive education should ensure the successful socialization of all children, regardless of their psychophysical development and condition. The purpose of the paper was to study the necessary professional and personal competencies of pre-service teachers of inclusive education, as well as to search for methods of forming necessary competencies among students at a university. In this study, we used several general theoretical methods of scientific cognition and information collection. In the course of the study, we examined concepts such as “inclusive education”, “pedagogical and psychological readiness”, “personal qualities”, etc. A set of methods were developed aiming to develop the necessary competencies for pre-service teachers of inclusive education. It was established that working in an inclusive classroom requires a teacher to have a wide range of personal characteristics, as well as pedagogical and psychological readiness to work with children that have different educationa...

International Journal of Psychology and Educational Studies, 2019

This research was conducted in order to determine the present situation, as experienced by teachers from different branches, serving in secondary schools of the Ministry of National Education in Aksaray, regarding inclusive education. In the literature search, ERIC & Taylor Francis database was searched over keywords. The articles related to the problem situation of the research were selected and included in the article. In addition, the sources I have access to have been used while writing the literature and these studies have been included in the bibliography. More specifically, a total of 22 teachers from six different branches serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey) participated in the present research, which combined a qualitative research method and a case study. Purposive sampling and convenience sampling among nonrandom sampling types were used in order to select the research participants. The selection criteria...

2015

In this article the authors focus on the importance to prepare teachers in training to work in an inclusive educational setting. Through in-depth interviews with teachers in inclusive education, 5 basic competences for teachers could be withdrawn. These include: a) to increase the well-being of each child in the class; b) to differentiate without exclusion; c) to broaden the cooperation with parents; d) to cooperate with external people and colleagues within the classroom; e) to be flexible and responsible for the whole class. All the competences are relevant and obtained at the end of the training. But especially the frame of reference to look at these competences is important. The authors focus on the framework of diversity thinking and propose that teachers in training should be trained to become reflective practitioners.

The European Proceedings of Social and Behavioural Sciences, 2017

Inclusive education is one of the components of today's education defined by its inter-and transdisciplinary features. Observing the implicit demand to train teachers for inclusive education in Romania, this study aims to raise awareness of this need and verify its intensity in teachers. The general hypothesis of the observational study states that as teachers climb the steps of the educational system, their need to prepare for inclusive education diminishes. The method used was the questionnaire-based inquiry. The questionnaire comprised 18 items with open and closed questions. The sample consisted of a total of 400 teachers, 100 for each of the 3 stages of the pre-university educational system (preschool, primary, middle education, respectively 50 from the urban and 50 from the rural environment in each category) and 50 teachers each from high-school and the university educational system. The recorded data and conclusions of the study could constitute an analysis of the needs for future research-development projects. They will allow the creation of inclusive education modules/programs in the university environment.

Sabiedrība, integrācija, izglītība, 2016

In accordance with the current pedagogical principles, the view is emphasized that education should be individual-oriented, socially responsible, and inclusive. Inclusive education is focused on providing education for all children, regardless of their needs. The article deals with the emphases of inclusive education in the teacher training; evaluation of the study program "Teacher" is carried out on the basis of the criteria developed. The explored prior experience is a basis to improve methodology, content, and organization of the pedagogical study programs. It is essential that the prospective teachers would receive qualitative methodological support for the implementation of inclusive education.

Žurnal Sibirskogo federalʹnogo universiteta, 2021

The paper presents a part of the research data from a broader piece of research focused on teaching effectiveness in inclusive forms. It analyses the opinions of the teaching staff at different types of schools on the existing barriers and teachers' needs related to inclusive education. The research involved N=1.216 teaching staff (98 % teachers) working in Slovak schools. A questionnaire developed by the authors was used and respondents filled it in anonymously in electronic form. The results clearly indicate persistent issues in the inclusive practice, which are in line with the findings of other nation-wide Studies, i. e., missing multidisciplinary teams at schools, too many students in a single form, lack of teaching and specialised staff, limited offer of educational programmes focused on further education.

Avances en Educación y Humanidades, 2016

Este artículo reporta un análisis del estado del arte sobre las actitudes de los profesores hacia la educación inclusiva de niños con discapacidad. Este artículo analiza una variedad de investigaciones con el propósito de explorar los factores y las razones que pueden incidir en las actitudes de los profesores sobre la enseñanza a niños discapacitados. El análisis fue llevado a cabo para mostrar evidencia de las perspectivas positivas y negativas de los profesores hacía la inclusión. Durante todo el análisis, las actitudes de los profesores resultaron ser influenciadas por su filosofía general de inclusión y la percepción de como debería ser implementado este proceso. Después de discutir los resultados de los estudios analizados, se encontró que las actitudes positivas o negativas dependía de una variedad de factores como el conocimiento de educación inclusiva, tiempo, recursos y desarrollo profesional.Palabras Claves: Inclusión, Politicas, y ActitudesThis paper reports a review of ...