Search results for: Inclusive education
Page 1/4 35 items
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for self-efficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to their resilience. The findings would be beneficial for developing pre- and in-service teacher education.
Updated: Feb. 06, 2022
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teacher
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.
Updated: Aug. 22, 2021
Increasingly across the world, teachers are working with diverse groups of learners in inclusive school settings, as inclusion is seen as a strategy to promote social cohesion, citizenship and a more equitable society. Countries working towards this vision need to emphasise more effective teacher education programmes and systems that focus on enabling teachers to engage in inclusive practice in order to provide high-quality education for all learners. The purpose of this paper was to cast a light on different views of how to prepare teacher students for work in inclusive school settings. The aim is to gain knowledge and understanding of the organisation of initial teacher education at the University of Iceland.
Updated: Nov. 01, 2020
Beginning To Teach Inclusively: An Analysis of Newly-Qualified Teacher Pedagogy in Lower Primary Classes in Tanzania
This study examined how primary school teachers were trained to teach early reading and mathematics in six Sub-Saharan African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The authors found that Tanzanian primary teachers were most inclusive. They found that newly-qualified teachers saw various explanations for their learners' difficulties. It was found that the participants had positive overall attitudes towards their learners. These positive feelings seemed to include all, with little evidence of teachers potentially marginalizing learners through low expectations of their ability to learn.
Updated: Oct. 17, 2018
The purpose of this study was to investigate a number of factors that contribute to the formation of positive attitudes towards inclusive education (IE), during the pre-service training of pre-school teachers. The findings showed that pre-service pre-school teachers have a positive attitude towards IE. Furthermore, the results revealed that the completion of a unit studying the philosophy, fundamentals and legislation of IE significantly improved attitudes in pre-service pre-school teachers; a finding consistent with past research. However, the authors found that this attitude did not lead to positive perceptions of ability and competence to implement IE practices upon completion of the degree.
Updated: Oct. 16, 2017
Using Concept Maps to Elicit and Study Student Teachers’ Perceptions about Inclusive Education: A Tanzanian Experience
In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.
Updated: Dec. 13, 2016
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Updated: Apr. 14, 2016
The current study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control.
Updated: Dec. 07, 2015
This study aimed to investigate Beijing inservice teachers’ self-efficacy for inclusive education as well as the relationship between their self-efficacy, demographic variables and attitudes towards inclusive education. The results reveal that the Teacher Efficacy for Inclusive Practices (TEIP) scale can be divided into three sub-scales - efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour - and therefore provides additional support to the validity of the instrument. The complete TEIP scale and its sub-scales had good reliability, and the data fit adequately the anticipated three factor solution.
Updated: Jul. 20, 2015
This article explores the pedagogical learning of South African pre-service teachers during a practicum in special schools. These placements do not only serve to promote an understanding of difference and disability. These pre-service teachers noticed aspects of pedagogy that had been less visible to them during previous practicum sessions in ‘mainstream’ schools. The authors conclude that a practicum placement in such settings has the potential to advance their pedagogical learning.
Updated: Jun. 14, 2015