Including Teacher Education Research Articles

Inclusive and Equitable Early Childhood Teacher Preparation Programs: Recruiting and Retaining Teacher Candidates with Disabilities

Inclusive early childhood education teacher preparation programs are tasked with preparing teacher candidates to work with young children with and without disabilities. Yet, many teacher preparation programs continue to function in a medical model of disability, where teacher educators teach candidates to “fix” or “cure” young disabled children. Working from a medical model of disability positions young disabled children as problematic and ostracizes disabled teacher candidates as they see themselves in the very children spoken of by their teacher educators. Instead, practices can be implemented to build on the unique strengths and assets disabled teacher candidates bring to the early childhood field. This call to action has been co-authored by disabled teachers and candidates to highlight the practices teacher educators can instill in their programs with the goal of recruiting and retaining disabled teacher candidates.

Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

Факторы самоэффективности педагогов в кросс-культурном контексте

<p>The article presents the results of a study where we tried to clarify the status of the category <em>self-efficacy</em> as a phenomenon that supposedly depends on a number of factors: the country of residence of teachers, the age and experience of their professional activities, indicators of mental burnout, and also (school teachers as a separate category of teachers) do they work with children with disabilities. 481 participants from Russia, the Republic of Belarus, the Republic of Kazakhstan, and the Kyrgyz Republic aged from 20 to 60+ years were recruited for this study, 96,7% of them were women. 182 participants were teachers, 110 of them were teachers of inclusive education. The following methods were used: the Professional Burnout technique, the General Self-Efficacy Scale, and statistical methods for processing the results. The results didn't show any difference in self-efficacy according to the country of residence. The age and associated work experience of teachers, working with children with disabilities also did not influence self-efficacy. Regression analysis showed a negative impact of the reduction of personal achievements on self-efficacy in all subgroups formed according to the country of residence. Based on the data obtained, it is concluded that the reduction of personal achievements has the greatest negative impact on teachers' self-efficacy; accordingly, it is assumed that work on the prevention of this component is effective when it is about forming teachers’ self-efficacy. We outline research prospects related to other possible self-efficacy factors.</p>

A scoping review and bibliometric analysis of educational research on water literacy and water education

This paper presents a scoping review of the international academic research literature on water literacy and water education, including its implementation in both formal and non-formal education. The review was conducted through various analyses to examine global trends using bibliometric analysis. Metadata from eight databases (Web of Science (WoS), Scopus, Dimensions, Lens, PubMed, ScienceDirect, ERIC, and Google Scholar) were integrated. The analysis of documents involves examining publication numbers, authors involved, publisher sources, and origin of publications. The research literature is categorized into surveys and interventions in water education. Surveys focus on water literacy, educational measurement, and educational development including teacher education. Analysis of interventions in water education identified learning activities and programs, educational media types, and suggested topics. From the review a framework for incorporating water education in science education through community-based experiential learning is derived.

Analyzing the Long-Term Effects of Eliminating School Fees on Access to and Quality of Education in Uganda, Considering the Policy's Implications for Gender Parity and Inclusive Education

Purpose: The aim of the study was to analyze the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The elimination of school fees in Uganda under the Universal Primary Education (UPE) policy has significantly increased access to education, particularly for children from low-income families and marginalized communities, as seen in the surge in enrollment rates. However, this increase in access has not been matched by improvements in educational quality, with overcrowded classrooms, underqualified teachers, and inadequate resources affecting learning outcomes. Unique Contribution to Theory, Practice and Policy: Human capital theory, capability approach & social justice theory may be used to anchor future studies on the analyzing the long-term effects of eliminating school fees on access to and quality of education in Uganda, considering the policy's implications for gender parity and inclusive education. Special focus should be on training teachers in inclusive education to better support children with disabilities and gender-sensitive teaching methods that encourage the retention of girls in school. Policies should ensure free provision of essential materials, especially for the most vulnerable populations.

Finnish pre-service teachers’ knowledge about the Indigenous Sámi people

ABSTRACT Teacher education worldwide faces challenges in preparing prospective teachers for diverse classrooms. Understanding pre-service teachers’ knowledge and attitudes toward diversity is crucial for achieving this goal. This article details a study surveying first-year pre-service teachers at a Finnish university to evaluate their knowledge of and attitudes toward the Indigenous Sámi people. A web survey (n = 172) was used to collect the data. The data analysis was conducted using Fisher’s exact test and the Pearson chi-squared test. The findings indicate that although the pre-service teachers had some prior knowledge of the Sámi people, there is a need for culturally responsive education (CRE) that meets the Finnish National Board of Education’s standards for teaching about national cultures. The insights derived from this study offer clear directives for fostering inclusive teacher education practices that address the diverse needs of students from Indigenous and multicultural backgrounds.

Preparing Teachers for Inclusive Education: Pre-Service Teachers’ Knowledge, Perceptions and Experiences of Inclusive Pedagogy from Teaching Practice

Various scholars have questioned the effectiveness of teacher education programmes in preparing teachers for inclusive education. This study examines how teacher education programmes prepare pre-service teachers for inclusive education in terms of perceptions, knowledge and pedagogy. The study uses focus group discussions to examine pre-service teachers’ knowledge of inclusive education and their experiences of inclusive pedagogy from teaching practice. The SACIE-R questionnaire tool assesses the perceptions of 187 pre-service teachers with regard to inclusive education. The findings indicate that pre-service teachers acquire theoretical knowledge with gaps in field-based knowledge that hinder their ability to link theory and practice, and to develop inclusive pedagogy. Moreover, pre-service teachers have a low level of sentiments and harbour many concerns and negative attitudes towards inclusive education. The findings of the study contribute insights that can inform the design and structuring of inclusive education courses in teacher education programmes.

Challenges in the methodological training of future foreign language teachers for inclusive education

Challenges in the methodological training of future foreign language teachers for inclusive education

Ways forward: More inclusive teacher education in England

AbstractThis paper underscores the need to address the matters of inclusion and social justice within the teacher education curriculum in England. Current curricula for teacher education emphasises subject and pedagogical knowledge for teaching, including supporting pupils with special educational needs. Although these knowledge are critical, we argue that matters of sexual orientation, disability, race and gender are not addressed in the statutory curriculum content. This has serious implications for pre‐service teachers who may be inadequately prepared for teaching in classrooms with diverse learners and for pre‐service teachers with minority and global majority identities who may feel excluded from the curriculum. We offer some ways forward for embedding inclusion into teacher education programmes.

A figurational analysis of Health and/or Physical Education teacher educators’ conceptualisations of policy, and their sociogenesis

ABSTRACT Policy engagement is key to promoting quality physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisations of policy for a few reasons, not least because teacher educators play a crucial role in supporting future generations of teachers who themselves will need to engage with policy as a core feature of their professional lives. Drawing on figurational sociology, and the concept of assemblage, this paper offers insights into the nature and development – or sociogenesis – of teacher educators’ conceptualisations of policy. The data shared in this paper was generated through semi-structured interviews with 12 H/PETE from 7 countries. Inductive-deductive analysis – drawing largely on figurational concepts such as interdependence, power, habitus and sociogenesis – revealed that H/PETEs conceptualised policy as: (i) informing intended action and change; (ii) a way to govern practice; (iii) imposition and possibility. In terms of how these conceptualisations came to be, key features of the H/PETE figuration that were identified as influential include: (i) interdependence with human and non-human elements; (ii) balances of power and (iii) social and individual habitus. It is concluded that capitalising on these elements through professional learning, for example, could support H/PETEs in engaging with policy in productive and meaningful ways. Given that engaging with policy is viewed as a collective responsibility of H/PETEs, and many – if not all – of the H/PETEs felt they needed support in this regard, this should be a key focus for the field.

An Analysis of Competency Requirements for Itinerant Special Education Teachers in Inclusive Education: Focusing on Special Education Support Center in Gyeonggi Province

An Analysis of Competency Requirements for Itinerant Special Education Teachers in Inclusive Education: Focusing on Special Education Support Center in Gyeonggi Province

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In Hungary, children and pupils with special educational needs are those who, on the basis of a diagnostic assessment by a committee of educational experts, are entitled to additional support for their development. Today, they are often placed in inclusive or integrative kindergartens and schools, where they learn with other children and are assisted in their development by a special needs teacher. Several studies have looked at the role of special needs teachers in inclusive education. Other approaches emphasise collaboration between professionals, and some forms of collaboration are seen as teamwork. Although these collaborations are necessary to achieve the best possible developmental outcomes, they are difficult to achieve for a number of reasons. This paper presents an action research project in which teamwork, i.e. case discussion, solution finding and knowledge transfer, took the form of online collaboration. The methodological framework was participatory action research. Although this form of collaboration was created out of necessity in the institution, the positive feedback and results from the participants show the need for activities and collective learning adapted to the knowledge level and needs of teachers, which help them to deal with everyday tasks and problems with more confidence and self-efficacy.

Mathematical literacy learning environment for inclusive education teachers: A framework

The Program for International Student Assessment (PISA) 2022 study revealed low mathematical literacy scores among students, including those in inclusive education settings. A significant factor contributing to this issue is the inadequate capacity of teachers to effectively teach mathematical literacy. In response, this study aimed to design a mathematical literacy learning environment framework to enhance teachers' theoretical and practical understanding of teaching mathematical literacy in schools. The research employed a design research methodology, specifically the development study type, which involved preliminary research, prototype development, and evaluation stages. This paper focuses on the preliminary research phase, where data were collected through literature reviews and focus group discussions (FGDs) with teachers from inclusive schools. The collected data were analyzed qualitatively and descriptively. The study successfully developed a framework for a mathematical literacy learning environment that integrates courses, social media, and community engagement. This framework is intended to serve as a comprehensive reference for improving teachers' capacity to teach and assess students' mathematical literacy in a more holistic manner.

Internationalisation of doctoral schools of education in Hungary: Rationale and organisational change

AbstractThis pilot study presents the preliminary results of a larger qualitative study based on narratives of organisational change related to the internationalisation of the doctoral schools of education studies (DSEd) in Hungary, which are characterised by an inherent ambivalent position of national embeddedness and heightened internationalisation imperative. The theoretical perspectives for the pilot are grounded on the intersection of major topics as very few previous studies of precise focus were found. We looked at internationalisation of the doctoral programmes in general, cases of educational studies including teacher education, and the developmental theories relevant to the field of higher education. Semi-structured interviews with four educational professionals at a research-intensive university in Hungary depict personal narratives and perceptions of internationalisation – a challenging yet necessary experience. The pilot framework presents preliminary findings retrieved from the initial sub-sample. Pilot results picture the fine-grained process of organisational change concerning the internationalisation implementation based on the perspectives of academic staff whose frame of reference is a niche in the current discourse.

Formação continuada de professores: Perspectivas para a diversidade e inclusão no âmbito escolar

The research aimed to analyze the perspectives of continuing teacher education for inclusion and diversity in schools, highlighting the importance of adapting these programs to meet the needs of a diverse educational environment. The methodology adopted was a bibliographic research, which involved a review of the existing literature on the subject. The results indicated that many continuing education programs are generic and do not adequately address the complexities of diversity and inclusion in classrooms. The analysis revealed the need for a more targeted and practical approach, which includes specific strategies to address diversity and promote inclusion. In addition, the importance of institutional support to ensure the effective implementation of inclusive practices was emphasized. The conclusion reinforces that continuing education must evolve to incorporate concrete and contextual inclusion and diversity practices, promoting a fairer and more equitable education, and that a robust institutional commitment is essential to transform these guidelines into effective practices.

All for one and one for all: The good inclusion game

AbstractThe Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.

Optimizing Collaboration Between OTs & Teachers in Inclusive Education: Key Considerations for a Joint Knowledge Translation Intervention

Abstract Date Presented 03/23/24 This presentation will highlight key considerations related to collaboration between OTs and teachers in inclusive education settings. These findings inform the development of a joint knowledge transfer training to optimize collaborative practices. Primary Author and Speaker: Lina Ianni Contributing Authors: Dana Anaby, Chantal Camden

Analysis of educational needs of migrant families raising children with disabilities

Problem and purpose. In terms of increasing migration flow, it is important to provide conditions for building an open, accessible multicultural educational space. To accomplish this objective, it is required to study in detail the educational needs of migrant families. Particularly relevant are studies that involve the analysis of parents’ requests for children with disabilities to receive preschool primary and basic education. The purpose of the study is to analyze the educational needs of migrant families raising children with disabilities of school age. Materials and methods. 228 respondents took part in the pilot study. The experiment used a questionnaire developed by the authors for migrants raising children with disabilities of school age. The criteria for its compilation are presented and the structural components are described. The questionnaire was supplemented by conversations with migrants raising children and special and inclusive education teachers. Results. The results obtained make it possible to analyze the direction and content of requests to an educational organization and a teacher. The expectations and ideas of respondents regarding children's education were studied. 60.5% of parents prioritize their child’s mastery of the educational program, especially in-depth study of the Russian language. All participants in the experiment show a high level of demands on the correctional, developmental and educational work of the school. 68.8% of families do not expect teachers to help in carrying out career guidance work with students with disabilities. Requests for psychological support from parents were not presented in the results of the experiment, and all participants in the survey expected the teacherpsychologist support for the child. Conclusion. The conclusions obtained during the pilot study can be useful for building a comprehensive system of school support for migrant families raising children with disabilities. Taking into account the risks and problem areas in the interaction between the educational organization and parents will optimize the process of adaptation of migrants to new socio-cultural conditions and make education accessible and open.

Awareness and Training Needs of Teachers in Inclusive Education

The primary objective of this research was to evaluate the awareness levels and identify the training requirements of educators in inclusive education. The study encompassed 73 teachers from the Grade School, Junior High School, and Senior High School divisions of a private university within the purview of the Division of Iloilo City, Philippines for the academic year 2023- 2024. An adapted questionnaire was utilized as the primary research tool. The analysis used frequency count, percentage, mean, rank, standard deviation, and ANOVA. The findings revealed that, when collectively considered, the educators demonstrated an intermediate level of awareness concerning inclusive education, mainly focusing on Professional Knowledge Regarding Inclusive Education and Exceptional Children, Knowledge of Instructional Practices and Content, and Knowledge in Planning and Managing the Teaching and Learning Environment. Moreover, the results emphasized the pressing need for training, with respondents emphasizing the significance of being effectively trained in areas such as Assessing Student Needs, Resourcing Classroom Learning, Enhancing Collaboration and Communication with Parents, Colleagues, and the Community, Evaluation of Student Progress, and Goal Setting. Furthermore, the study also explored potential differences in awareness levels across various demographic factors, including age, educational background, grade level taught, length of service, and previous training experiences. The analysis revealed that these demographic factors did not significantly influence the awareness levels among the teachers regarding inclusive education.

Assessing the efficiency of teacher education program in Emirati university for preparing pre-service teachers for inclusive education

Assessing the efficiency of teacher education program in Emirati university for preparing pre-service teachers for inclusive education