共查询到20条相似文献，搜索用时 31 毫秒
1.
Gonda Pickl Andrea Holzinger Silvia Kopp-Sixt 《International Journal of Inclusive Education》2016,20(8):828-843
In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special strategies to efficiently work with children with various special needs. Student teachers starting their education 2015/2016 will no longer have the option of obtaining a distinct degree as a special education teacher. Instead, future teachers will choose between teaching in primary or in secondary schools, and can then select their preferred focus from various options, including inclusive education. This qualitative study is based on written and oral research interviews with teachers in inclusive settings, and aims to identify competences in the areas of knowledge, action, and attitude which teachers consider necessary and effective for successfully teaching a heterogeneous group of pupils. The results indicate the need to further strengthen both the inclusive and the reflexive attitude in teachers. The outcomes will influence curricula development in the new teacher education programmes, and aid to tailor courses offered in in-service training for teachers working in inclusive settings. 相似文献
2.
Farida Kurniawati Anke A. De Boer A.E.M.G. Minnaert Frieda Mangunsong 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):310-326
Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers’ readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness.Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for pre-service or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes.Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser ‘EBSCO host Complete’. After applying the keywords ‘teacher’ and ‘educator’, they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were pre-service or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme’s structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen’s d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of non-overlapping data (PND).Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers’ attitudes, knowledge and skills, follow-up sessions and students’ outcomes measures may increase training effectiveness. 相似文献
3.
融合教育的深入开展给普通教师的职前培养工作带来了前所未有的挑战,教师教育者需对教师职前培养作出调整和变革以更好地满足融合教育实践的需求.本文通过对融合教育背景下美国普通教师职前培养的变革历程、趋势和特征进行总结和分析,发现美国普通教师培养中融合教育课程的定位经历了从"知识补充"到"技能提升"的转变,始终以融合教育实践需... 相似文献
4.
Hui Min Low Lay Wah Lee Aznan Che Ahmad 《International Journal of Inclusive Education》2018,22(3):235-251
In this study, the pre-service teachers’ attitudes towards the educational inclusion for students with Autism Spectrum Disorder (ASD) were investigated to identify their attitudinal patterns and predictors. An attitudinal survey was conducted with 264 pre-service teachers in a teacher training programme in Malaysia. The study involved 151 special education pre-service teachers and 181 pre-service teachers in Special Education, Sciences, and in English teacher training programmes, in order to identify the effects of teaching specialisations and societal attitude on their inclusive education attitudinal measures. The findings revealed that the special education pre-service teachers were less in favour of the total inclusion of students with ASD in the mainstream, when compared with the non-special education pre-service teachers. The findings also revealed the combined effects of societal attitude and a categorical teacher training model in shaping the pre-service teachers’ attitudes towards inclusive education for the students with ASD in Malaysia. Such combined effects offered a perspective to explain the delay in the implementation of inclusive education, and also the prospect of its future development in the Southeast Asian region. 相似文献
5.
Supporting the transition to inclusive education: teachers’ attitudes to inclusion in the Seychelles
Susan Main Dianne J. Chambers Paulette Sarah 《International Journal of Inclusive Education》2016,20(12):1270-1285
The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are adequately prepared to teach in inclusive classrooms. When delivering a unit on inclusive education in the Seychelles, which was developed in Australia, we considered it essential to determine the suitability of the unit in supporting Seychellois teachers to teach inclusively. Teachers’ attitudes and beliefs about people with disability are two aspects that have consistently been shown to impact on a teacher’s willingness to include children with disability. Therefore, the Seychellois teachers were asked to complete questionnaires in the first and final weeks of the semester in which the teachers undertook the unit. The two sets of responses were analysed to determine significance and effect sizes of any change in attitudes and beliefs. Data revealed that the Seychellois teachers reported more positive attitudes and beliefs about the inclusion of children with disability in regular classrooms after completing the unit, suggesting that the unit of study was suitable for the Seychellois context. 相似文献
6.
《师资教育杂志》2012,38(4):429-441
Pre-service teacher training has been identified as one of the key factors in the promotion of inclusive education. In this study, 200 final-year pre-service teachers from three colleges of education in Ghana were surveyed about their views and knowledge on inclusive education and special educational needs (SEN). The results showed that almost all of the participants had been introduced to the concept of inclusion during their studies. However, only one-third felt highly, or somewhat, prepared to teach children with SEN. The level of knowledge and feelings of self-efficacy were highest among those pre-service teachers who had personal experience of supporting children with SEN during their practicum. The participants tended to prefer those inclusive instructional strategies that were easiest to apply in general education classrooms. Significant differences in the outcomes were found between the three colleges studied indicating strong effects of the teacher education model applied in each college. 相似文献
7.
8.
实施学前全纳教育是实现学前特殊儿童受教育权利的有力保障。学前全纳教育对幼儿教师提出了新的挑战,为了应对这个挑战,需要培养全纳型幼儿教师。结合我国幼儿教师教育现状,对全纳型幼儿教师的培养提出以下建议:改革职前教育体制,培养合格的全纳型幼儿教师;加强在职培训,促进全纳型幼儿教师的专业发展。 相似文献
9.
《师资教育杂志》2012,38(4):442-456
Teachers’ responses to language classroom incidents depend on many factors, including the extent of their teaching experience. The question of how much influence teaching experience carries is important given that pre-service teachers have had limited opportunities to respond to day-to-day incidents that arise in classrooms. This paper reports on a two-stage research study in Singapore that first explored 22 pre-service teachers’ understandings of language classroom incidents and their possible responses. Subsequently, a survey was conducted to compare pre-service and in-service teachers’ perceptions about anticipating and responding to classroom incidents. The findings from a total of 77 respondents indicate that perceptions of the experienced and inexperienced teachers are similar in many ways, yet some notable differences emerged as well as a few interesting individual responses. This work has implications for initial teacher education programmes in terms of considering the value of providing pre-service teachers with opportunities to discuss and reflect on potential language classroom incidents. 相似文献
10.
Hugh Gash 《Irish Educational Studies》2013,32(3):275-287
This study is about examining beginning teachers’ needs in relation to helping primary school children with mild learning difficulties. Both pre-service and in-service teachers were approached to assess their experience and needs in this area. In common with previous work in Ireland and internationally, beginning teachers were found to have problems with children in some difficulty, in relation to providing differentiated programmes to children, and with children who presented behaviour problems. While some steps can be taken to remedy these issues in the pre-service education of teachers, it is argued that these issues are best remedied for beginning teachers in an induction programme with support in their schools. 相似文献
11.
As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Preservice Teachers.” The Alberta Journal of Educational Research 56 (2): 124–142] seven areas of essential learning for inclusion, with the addition of Waitoller and Kozleski's [2010. “Inclusive Professional Learning Schools.” In Teacher Education for Inclusion, edited by C. Forlin, 65–73. London: Routledge] idea of ‘critical sensibilities’, this article considers the extent to which a practicum experience in a special school might contribute to learning for inclusion. The main findings of a small-scale qualitative study with 15 South African pre-service teachers suggest that the practicum placement exposes them to children with disabilities and learning difficulties, resulting in a growth of understanding of their learning needs. It also enhances pre-service teachers' ability to plan lessons and draw on a range of instructional strategies to enable learning for all. For some pre-service teachers, however, the practicum convinced them of the benefits of separate special education and the unfeasibility of inclusion. We conclude that a special school practicum has value for pre-service teachers, provided that opportunities are made available for critical engagement with the potential for both inclusion and exclusion of students with special educational needs in different types of school. 相似文献
12.
《Africa Education Review》2013,10(1):91-108
Abstract This article reports on teacher education in Uganda, with specific reference to the role that distance education has played in upgrading the quality of education in general and in supplying more qualified teachers to meet a growing demand, specifically for teachers involved in primary education. The investigation paves the way for the establishment of the Open University of Uganda and illustrates how the Primary Education Policy of Uganda has increased access to 7 million primary school learners to schools in 2002. The article also explains how the qualifications of 10 000 in-service teachers have been upgraded between 1995 and 2000. The successes of two major in-service teacher education programmes are discussed. The article also explains how the Mubende Integrated Teacher Education Project (MITEP) not only contributed to the training of teachers, but also focused the attention of educators on the possibiliities of distance education for Uganda. Furthermore, it also argues that the Northern Integrated Teacher Education Project (NITEP) has on the other hand achieved successes in the field of inservice teacher education. The programmes assisted in the training of academic support staff who work in distance education. The article concludes by addressing the further needs of distance education in Uganda and highlights the challenges facing distance education programmes in Uganda. 相似文献
13.
Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed. 相似文献
14.
15.
Despite significant global efforts to mitigate HIV and AIDS, the epidemic continues to be a serious problem to the human race.
It has claimed many productive individuals, including teachers, administrators, and parents, and has left millions of traumatized
and orphaned children. Unfortunately, few teachers are prepared to take on the extra tasks of teaching and providing support
that the disease creates within school settings. Teacher training institutions and governments are challenged to provide teachers
with the knowledge and skills they need to take on these new and changing roles. This article explores the role of current
pre-service and in-service teacher training (PITT) programmes and offers evidence that teachers need more and better training
to integrate HIV education into the mainstream curriculum in Africa. We argue that the success of HIV interventions in the
sector depends on the quality and relevance of the PITT programmes being offered. 相似文献
16.
Robyn Bentley-Williams Jennifer Morgan 《Asia-Pacific Journal of Teacher Education》2013,41(2):173-185
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education. 相似文献
17.
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed. 相似文献
18.
The purpose of this article is to provide a brief background about special education system in Jordan and particularly describes the present types of programmes and legislation provided within the country to students with special needs, as well as integration movement. Jordan has historically provided a limited number of educational opportunities for individuals with disabilities, but has recently demonstrated a movement toward a more comprehensive educational system that includes students with disabilities in general education classrooms. Nevertheless, special education in Jordan still faces many problems and challenges. Barriers to implementation, as well as recommendations to improve special education services in Jordan are also discussed. 相似文献
19.
Chris Forlin Norimune Kawai Satoshi Higuchi 《International Journal of Inclusive Education》2013,17(3):314-331
Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university regarding their readiness for becoming inclusive practitioners. A move towards an inclusive approach to education in Japan is being promoted through collaboration and support between teachers trained in regular and special education. Thus, different perceptions of pre-service teachers preparing to work either in elementary schools or in special schools are a particular focus of this research. Discussion considers the need for better teacher preparation due to the very low understandings of inclusion and Japanese pre-service teachers’ perceived lack of skills, knowledge, experience, or training for an inclusive approach. 相似文献
20.
Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education. 相似文献