Including Teacher Education Research Articles

Os desafios da educação inclusiva em uma escola de Ensino Médio na Cidade de Itapiúna, Estado do Ceará, Brasil

Este texto objetiva investigar os desafios encontrados pelos professores da Escola de Ensino Médio Franklin Távora (Itapiúna-CE) em relação à educação inclusiva. Para tanto, foi realizada uma pesquisa qualitativa, contemplando o estudo de caso, analisando-se a forma como é compreendida a educação inclusiva no Ensino Médio, sob a ótica dos docentes. Como estratégia de aproximação à realidade, utilizou-se de um questionário com os professores da referida escola. A realização do estudo possibilitou constatar que há uma lacuna na formação docente, quando relacionada à educação inclusiva. A preocupação com a formação específica dos professores da Educação Inclusiva, os quais estão convivendo com a prática da inclusão escolar, tem se tornado o principal desafio dentre muitos outros que afetam diretamente a inserção de alunos com deficiência no Ensino Médio no município de Itapiúna-CE. Fazem-se necessários mais estudos, pesquisas, suportes pedagógicos para que a educação inclusiva venha a obter maior destaque no cenário local, uma vez que a potencialidade dos alunos não se limita a uma deficiência.

EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE

<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

Essential constructs in the preparation of inclusive bilingual education teachers: Mediation, agency, and collectivity

ABSTRACT This conceptual article is guided by the question, how can we build the knowledge base in teacher education to prepare teachers for such education classrooms? I argue that three constructs are essential to the preparation of teachers who work in these settings: mediation, agency, and collectivity. Implications for teacher preparation programs are discussed and praxis examples are provided.

PAUD Inklusif: Efikasi Diri dan Tingkat Literasi Guru Memengaruhi Kemampuan Merancang Individualized Education Program (IEP)?

The ability to create an Individualized Education Program (IEP) for inclusive Early Childhood Education (ECE) teachers is a matter that needs to be further studied. At present, there are still many teachers who still need to be prepared with sufficient knowledge to create a proper IEP. The ability to create an ideal IEP can be useful for teachers in the implementation of an ideal inclusive ECE. An ideal inclusive ECE can serve as an indicator of the quality of education of a nation. The objective of this research is to analyze the effect of teacher's self-efficacy and teacher's literacy on Education for Children with Special Needs on the ability to design an IEP. The study uses a path analysis involving 50 ECE teachers from 50 different schools in East Jakarta. This study applied a simple random sampling technique to involve teachers. The results of this study revealed: 1) There was no direct effect on teacher self-efficacy towards the ability to design an IEP; 2) There was a direct effect on teacher literacy towards the ability to make an IEP; 3) There was no direct effect on teacher's self-efficacy towards the teacher's literacy on Education for Children with Special Needs.

Development of the GeoCapabilities project in Japan: furthering international debate on the GeoCapabilities approach

In this paper, in the interests of international debate, we introduce a Japan version of the GeoCapabilities project. In Japan, the current revision of the National Curriculum indicates that Geography will again become a compulsory subject in senior high schools. However, some unfavourable situations for the new compulsory subject still remain: such as the continuing shortage of geography specialist teachers. The GeoCapabilities approach can respond in new way to the situations facing Japanese geography education. The Japanese GeoCapabilities team was established in 2016, including teacher educators and teachers. Teachers themselves cooperate with teacher educators to create vignettes that involve “powerful disciplinary knowledge” (PDK). The project encourages teachers to embrace their role as the curriculum makers.

Complexities of preparing teachers for inclusive education: case-study of a university in Sweden

ABSTRACT Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical practices towards students. The question was explored through a case-study of a large, well-respected university in Sweden, using semi-structured interviews and group-discussions with teacher candidates and staff members, and document analyses. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses. Nonetheless, the study also demonstrates that teacher candidates lack a deeper understanding of relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.

Teacher's Role Program in Inclusive Education to Achieve Sustainable Development Goals (SDGs)

The phenomenon of problems relating to students with special needs or students who need teaching in their studies more deeply. The student will later follow the regular learning system, especially in elementary schools, which demand to hold inclusive learning that unites the teaching and learning process between regular students (normal students) and students with special needs. Therefore the competence of teachers in schools will be demanded to be more profound in teaching students with special needs. The methodology used in this study uses the method of library (library research), while collecting data by examining and exploring a number of journals, books, and several articles where data sources or other information are relevant (related) to the appropriate study. The purpose of this study is to analyze the role of teachers in inclusive education to students with special needs. The results showed that the teacher had done adaptive learning for children who had difficulty learning by adjusting the conditions of the students themselves, the adjustment was related to the method of strategy, material, learning tools/media, and learning environment.Keywords: Education, Inclusive, Teacher, Role

Organizing and Sustaining Inclusive Learning Environment: International Practices

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators

Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b) children’s characteristics, particularly disability status and learning behaviors, were associated with TSE; and (c) relations between children’s characteristics and TSE remained consistent across an academic year. Thirty-seven teachers of inclusive ECSE classrooms completed surveys to ascertain their student-specific TSE and children’s learning behaviors for 114 children. Results indicated that teachers had different levels of TSE for students in their classrooms. Children’s characteristics, particularly their attention/persistence, were related to TSE, with more relations shown between TSE and children’s characteristics at the start of the school year than at the end. Implications for teacher professional development are discussed.

Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning


 
 
 As early second language learning is increasingly considered fundamental in children’s development and as early language learning programmes are encouraged both at institutional and societal levels, research has expanded in scope from a narrow focus on age to examine the interplay between variables affecting language learning. In this introductory article to the special issue, we first provide an overview of the field of early second and foreign language learning and how it has changed over the last few years. Next, we report challenges and strategies that should be tackled both in research and in pedagogical practices. These include teacher education and use of teaching strategies, the use of multilingual practices, bilingual and CLIL programmes and teachers’, students’ and parents’ beliefs about language learning at an early age. We conclude with an overview of the articles and book reviews included in this special issue.
 
 

Inclusive Education and In-service Teachers' Attitudes

The aim of this research was to measure teachers’ attitudes about inclusive education, teachers who are involve on in-service teacher training. When the teachers have a positive attitude towards inclusive school, they become more open to adjusting and changing the way they teach, in order to meet the numerous pupils’ learning needs. Studying the teachers attitudes towards the integration of the “special educational requirements” children help identifying the most appropriate influence measures, in order to establish relations based on mutual valorisation and promotion of equal participation opportunities. The investigation of the attitudes of teachers upon the integration process of students with special educational needs helps identify the best means of influencing, with the purpose to form relations based on mutual evaluation and to promote equity of participation chances.

Writing Is Revising: Improving Student Persuasive Writing through Individualized Asynchronous Audio Feedback

Students with and without behavioral challenges struggle to improve writing, and teachers often lack capacity to provide individualized feedback to support revising. In this concurrent multiple probe across participants study, researchers examined effects of asynchronous audio feedback on eight fifth grade struggling writers’ persuasive essays. After ten hours of professional development, an inclusive special education teacher taught the intervention using self-regulated strategy development. Students received personalized audiovisual writing conferences using iPads and the Notability app. Essays were analyzed for substantive revisions. Students demonstrated a 164% mean increase in persuasive elements and 87% in holistic quality between final versions in baseline and post-intervention. Fidelity of implementation was 85%. Additionally, the teacher reported fewer incidences of behavioral interruptions. Based on results, we posit the intervention can augment classroom writing conferences by increasing teacher capacity to provide individualized feedback and allowing students to listen and respond to feedback effectively at their own pace.

DANGERS MONITORING IN SECONDARY EDUCATION INSTITUTIONS

Creating a safe environment in schools is an extremely important task that requires a lot of attention. Peculiarity of such educational institution is: - availability of premises for various purposes (classrooms, classrooms for such subjects as chemistry and physics, workshops for labor training with tools, materials, sewing machines, sports and assembly hall, dining room, kitchen). - group stay in one building of different children age groups at the same time. - institutions become the venue for various events – fairs, concerts, meetings, sports competitions. The legislation of Ukraine states that all institution employees, as well as students, should be taught the safe be-havior rules. It has been researched that child traumatism makes up about 26% of the total, including 12-16% at school. It is found that not all educational staff have an idea of the potential dangers real number that could endanger both their lives and their health and their students as well. The main causes of school traumatism are: the lack of teacher control over students' behavior during lessons and breaks and poorly organized educational work. Studies of existing risks at the educational process were carried out in several ways: legislation on the education-al process organizing analysis, sociological (questionary of students, their parents, teachers, teachers of inclusive educa-tion, employees of supervisory bodies), statistical (emergencies analysis that occurred in educational countries for the last two years) and other methods. The study compiled a list of the most common dangers that pose or may pose a threat to educational process participants in modern schools. The most common are: - unknown gas, which is distributed at school events or at school premises, so it is necessary to plan evacuation drills in case of unknown gas spraying in premises, or detection of explosive or unknown objects in premises or on school area, as well as in case of danger; - the dangers encountered in the school's courtyards - enhanced protection and access restriction to the educational institutions territory of persons who do not directly participate in the educational process and to develop and dis-seminate to students, pedagogical staff the rules leaflet on dealing with suspicious objects; - fires in school buildings - fire safety inspections before the school year start show that a significant percentage of schools do not meet the requirements. The main violations found while fire safety school detecting are: missing or faulty fire systems; improperly connected hydrants; faulty fire extinguishers; missing or faulty external water supply; arrangement of fire-hazardous stretch ceilings; no lightning rod; combustible bases under concealed wires, sockets and switches,; evacuation routes are not illuminated; no fire protection, no fire safety instructions; lattices are fixed on the windows; the door does not open in the exit direction. All educational process participants should know the procedure and sequence of actions in case of fire: 1. The fire department must be notified by telephone (101), to switch on the notification system, to inform the facility manager or the assistant. 2. Evacuate students and pupils from the building on the alarm signal. Evacuation should be performed accord-ing to the developed evacuation scenario in different cases (the event happened during the lesson, during a break, while staying with children in the cafeteria, during events in the assembly hall, at night - for institutions with round-the-clock stay of children, etc.). 3. All puipils evacuated from the building are checked according to the available in groups or classes list (log-book) by name. 4. In the daytime, pupils, groups (classes) are accommodated in the building (on the specified address). At night, they are evacuated to the building (note address). Therefore, knowing the simplest security rules will help to reduce the level of danger at an institution. The need is to create a risk management system that will allow: successfully deal with the risks of different origins and their consequences; take into account the specifics of each situation; ensure adequate powers and responsibilities allocation; respond promptly to changing conditions; optimally apply the necessary resources to reduce risk; eliminate the negative effects of adverse situations and events with minimal resources and in the shortest possible time.

Teacher education for inclusion and anti-oppressive curriculum development: innovative approaches informed by disability arts and narratives

ABSTRACT This paper engages with the issue of teacher education for inclusion and particularly with the approach of employing disability arts and narratives of people with disabilities in university based courses for inclusion. It draws on three examples of anti-oppressive curricula that were developed as part of a graduate university module in Cyprus that encouraged student teachers to engage with disability arts and narratives in order to understand key ideas developed in disability studies and inclusive education. The three examples presented in this paper are representative of the three approaches all the participating student teachers followed, and indicate the strategies they used and the nature of the materials they chose. The discussion considers how these approaches can further inform teacher education for inclusion and how using disability arts and narratives can inform the discussion on other issues concerning teacher education of inclusion.

Представления педагогических работников об особенностях своей деятельности в инклюзивной практике

The work of teachers in inclusive education inextricably linked with the assuming of the values of inclusion concept, adaptation and individualization of the education process. The aim of the pilot study conducted in 2018 was the determination of the representations of teachers about the inclusive practice and the characteristics of their work activities. Educational workers of Moscow schools aged 30 to 50 years (N = 16) with higher education and experience in inclusive practice for more than three years participated in the study. Data was obtained with the use of questionnaire; conventional content analysis used to process the results. The results demonstrate that the specificity of teachers, who implements an activity-based and differentiated approaches, position on the necessity of conditions for learning in an inclusive school is the following: making of host environment (24 %), educational content adaptation (26 %), individualization of tasks (30 %).

Development of professional competence of future foreign language teachers in inclusive education through profession-based volunteering

The existing modern trends, associated with the need for a wider inclusion of children with disabilities in society, actualize the problem of the formation of inclusive competence of teachers, and the teachers of foreign languages are not an exception. We should start the process of development of this professional competence at university level. The article aims to state the importance of the acquiring inclusive professional competence in teaching children with special educational needs by university students, studying at the department of foreign languages, through profession-based volunteering. federal state educational standard of higher education provides the universities with the list of necessary competences that should be developed in educational process. These competences can be divided into groups: general, basic, special and specific competences. The object of the research is the process of inclusive competence development of future foreign language students of Murmansk arctic state university through profession-based volunteering. The article analyzes the results of the survey conducted in Murmansk arctic state university.

Some Aspects of Teacher Readiness to Teach Children with Autism Spectrum Disorder in Inclusive Education

This article discusses ways to improve the professional competencies of preschool teachers in inclusive education and the problems of difficulties in adapting to school for children with autism spectrum disorders.

Professional training of future music art teachers for inclusive education: theoretical and technological aspects

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

ОСОБЕННОСТИ ПОДГОТОВКИ ПЕДАГОГИЧЕСКИХ КАДРОВ, ОСУЩЕСТВЛЯЮЩИХ ИНКЛЮЗИВНУЮ ПРАКТИКУ

The article considers the problem of training teachers for the implementation of inclusive education. It can be stated that modern educational institutions need specialists who carry out inclusive practices, are able to accept a child with disabilities, ready for the timely identification of this category of children, and the organization of various forms and types of assistance to them, taking into account individual and personal characteristics. The model of psychological and pedagogical support of inclusive education teachers on the formation of specialist’s professionally important qualities is presented and described. Thus, the training of such specialists is possible through the implementation of the described model, which assumes a holistic educational strategy and tactics aimed at personifying the future teacher’s training, teacher’s retraining as the subject of activity within the framework of inclusive education.

Comparative Analysis of the Development of Inclusive Teacher Education System on the Example of the USA and Canada

The relevance of the study is conditioned by the growing number of children with special educational needs, which necessitates forming a proper Ukrainian system of inclusive education and training of future teachers in accordance with international standards. The purpose of the study is to identify the features of the development of the teacher education system for improving inclusion in the United States and Canada in the context of a historical retrospective. To obtain new knowledge, the author applied methods of analysis, synthesis, comparison, and generalisation. The article describes in a chronological context the development of teacher education in the United States and Canada to improve teachers’ readiness to provide high-quality education to all children in a mainstream school environment. Attention is focused on the importance of the “general education initiative”, which prohibited the distinction between general and special education in the United States and regulated the mandatory special training of “inclusive teachers”. It was discovered that the US Federal Government expects teachers of a general education school to be responsible for teaching children with disabilities, and requires constant revision of the qualification characteristics of a teacher of a general education mainstream school. The differences in the development of the Canadian teacher education system are described on the example of the provinces of Ontario and Saskatchewan, which are generated by the recommendatory form of state initiatives of the provinces of Canada to develop inclusive education. The practical value of the study is to determine the key characteristics of the development and establishment of pedagogical inclusive education in the USA and Canada, based on which further methodological and practical improvement of the Ukrainian education system is possible