Including Teacher Education Research Articles

APPLICATION OF INNOVATIVE TECHNOLOGIES IN THE PROCESS OF THEORETICAL AND PRACTICAL TRAINING OF FUTURE TEACHERS FOR PROFESSIONAL ACTIVITY IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article substantiates that the formation of future teachers' readiness for inclusive education should take place in an organized educational process, subject to rethinking the technology of conducting all types of classes and the systematic use of innovative technologies. It is proved that the modern educational process is not only to provide knowledge, form professional skills and abilities of future specialists, develop their thinking, but also to teach them the forms, methods and means of independent knowledge acquisition. The professional training of higher education students becomes more realistic and purposeful when innovative rather than reproductive technologies are used. The content of technologies such as «case coaching», «e-coaching», «brainstorming», «online discussion », «master class» is revealed, the basis for which is the modeling of educational, quasi-professional, research and socially significant situations of professional activity in an inclusive educational environment, their discussion, analysis and evaluation, which allows future teachers to master the subject and social aspects of inclusive education, the system of relations and problems that are characteristic of the inclusive educational environment of an educational institution. The study focuses on the results of training future teachers for inclusive education, which depends on the environment of the educational institution, and the variety of pedagogical technologies (for example, technology strategy, modeling of pedagogical situations, technology for designing an individual correctional educational route, group work technologies, etc.), which are interrelated, can be revealed and combined in the hands of an experienced teacher, because the conditions for their use depend on many factors, and the constructive combination of Examples of the implementation of innovative technologies in the process of training future specialists for inclusive education in an educational institution are considered in detail.

Inclusion, equity and intellectual equality: a case of overseas educated multilingual students in an Australian teacher education programme

ABSTRACT Inclusive education is of considerable significance in Australia being politically recognised and promoted by federal and state governments. However, literature suggests conceptual gaps have contributed to a limited understanding by policy makers and practitioners concerning ‘what is’ and ‘who needs’ inclusion. The research this paper reports explores what type of inclusiveness multilingual students have experienced in an Australian university teacher education programme. The data were collected through semi-structured interviews with a group of pre-service teachers with overseas education backgrounds and their Anglophone academic course lecturers. An integrated inclusion model was employed in the data analysis. The research found that the teacher educators exercised efforts to demonstrate inclusiveness to this group from physical, social and psychological perspectives. However, the prior educational experience and existing knowledge of these students were ignored, either consciously or unconsciously and they were often regarded intellectually ‘less able’ than their Anglophone peers. This paper argues that engaging multilingual students from the standpoint of intellectual equality is the key to advancing inclusive teacher education in multilingual and multicultural Australia.

Factors Influencing the Teaching Practices of In-service Teachers in Inclusive Education: A Systematic Review

Inclusive education is a new educational trend and its development is being refined in countries worldwide. This study provided a systematic review of the factors that influence the teaching practices of in-service teachers in inclusive education. This study was analyzed using a PRISMA-based systematic analysis approach by searching two databases, Web of Science and Scopus, for relevant literature from 2014 to 2023. Twenty-seven articles were finally selected for inclusion in the study. The results showed that factors influencing the teaching practices of in-service teachers in inclusive education include teachers’ self-efficacy, teachers’ attitudes and teachers’ teaching strategies. Also, the existing literature has revealed a need for more training for teachers in inclusive education. To sum up, it is believed that there is more room to improve the professional development of in-service teachers in inclusive education.

Teaching Students With Disabilities in Chinese Regular Education Classrooms: Outcomes and Influential Factors

Purpose Learning in a regular classroom (LRC) has become the main educational placement for students with disabilities in China. This study investigates the outcomes of LRC and their influential factors from the teachers’ experiences and perspectives. Design/Approach/Methods Seven inclusive education teachers participated in semi-structured interviews. Thematic analysis was conducted to analyze the qualitative data. Findings The results show that social participation and contribution, physical presence, academic performance, self-concept, and independence are the key outcomes of LRC from inclusive education teachers’ experiences and perspectives. Moreover, the factors influencing the key desired outcomes include the severity of disabilities and problem behaviors, professional support, teaching practice, inclusive climate, and collaboration between schools and families. Originality/Value This study provides valuable insights into the outcomes and influential factors of inclusive education in the context of LRC in China. These findings inform efforts to improve inclusive education practices and enhance the educational experiences of students with special needs.

What Is Known about Assistive Technologies in Distance and Digital Education for Learners with Disabilities?

Distance education and the development of assistive technologies represent a possibility of balancing the access and participation of people with special educational needs in learning experiences and participation in society. This study is aimed at finding out what is known about distance education mediated by assistive technology based on an analysis of the characteristics of scientific production. Through a review of the literature, the sample content is analyzed, culminating in trends that point towards the autonomy and independence of this people, the need for accommodation and accompaniment in a scenario of permanent technological change, initial training and continuing education of inclusive education teachers, as well as collegiate participation between professionals, community, and family in the design of training courses and technologies for people with special needs. The results reveal limited scientific productivity at all educational levels, with greater use of technologies to assist visual and hearing disabilities. The trends emphasize autonomy, Universal Design for Learning, and the challenges of technological adaptation. Findings are discussed and synthesized with the purpose of informing policy makers, researchers, and school communities.

PROFESSIONAL DEVELOPMENT OF TEACHERS WORKING WITH STUDENTS WITH INTELLECTUAL DISABILITIES

The article deals with the problems of professional development of teachers working with students with intellectual disabilities. The main challenges faced by teachers are outlined, including insufficient training, limited access to specialized trainings and seminars, and lack of proper support from the administrations of educational institutions. It is analyzed that the problem of professional competence and professional growth of teachers is gaining a separate development within the framework of inclusive education. It has been determined that the formation of such competence of an inclusive classroom teacher requires systematic scientific and methodological work and is the basis for professional growth and improvement of the teacher’s skills. It has been found that the process of continuous self-improvement and self-education plays a key role in the formation of professional self-awareness, further growth, contributing to the formation of a unique creative personality. The author outlines the personality's abilities for professional achievement and psychological conditions for the teacher's independent work on this problem. It is experimentally proved that the psychological readiness of the teacher for inclusive education has a positive impact on the self-perception of students with special educational needs and on the psychological positive climate in the children's team. Ways to solve these problems and challenges and to establish the basis for further development of the professional development system for teachers working with students with intellectual disabilities are presented. Strategies for the development of professional self-awareness are proposed that require a special education teacher to study the ways of communication in the classroom, friendly and empathetic attitude towards children, psychological control in the interaction between teachers and students, implementation of ways to modify the content of education in accordance with the psychological characteristics and possibilities of implementing this content for children with special educational needs. It is noted that for teachers of inclusive education it is necessary to organize and carry out, on the basis of self-analysis, their personal qualities, systematic improvement and comprehension of their own results as well as scientific and practical achievements in professional growth. It is proposed to deepen the work on the development of professional self-awareness in higher education institutions.

Assessing the Approaches and Challenges Encountered by Primary School Teachers in Managing Inclusive Classrooms

This study assessed how primary education teachers who handle inclusive classrooms utilized the teaching approaches and the challenges they experienced. This descriptive correlation study had 30 purposively selected teacher respondents who answered the researcher-made survey questionnaire containing ten indicators for the teaching approaches used and the ten challenges encountered. The data gathered were treated using descriptive and inferential statistics. The findings revealed that the respondents’ perceptions of their teaching approaches in managing the mainstream classroom in terms of: managing teacher-student interaction were generally positive opinion of the teaching methodologies used to manage teacher-student interaction; classroom conduct and demeanor was diverse; fostering logical development was favorable tendency towards it; and there was a general alignment with constructivist teaching methods but emphasizing opportunities for improvement. The respondents’ perception of the challenges encountered in fulfilling their role in an inclusive education setting highlighted the need for better teacher preparation, curricular adaptation, and inclusive and collaborative education. Targeted professional development, curriculum reform, and stronger parent partnerships could improve inclusive education and help all students succeed academically and socially. There was no significant relationship between teacher-student interactions and fostering logical development, and challenges experienced by the teachers. There was a significant relationship between the classroom conduct and demeanor, implementing a constructivist teaching approach and the challenges experienced by the teachers. It is recommended that educational institutions and policymakers should prioritize inclusive education teacher competency through focused professional development and collaboration among all stakeholders.

Constructing expertise: reframing intelligence with preservice teachers

ABSTRACT We argue that part of inclusive teacher preparation is building a mindset that positions all learners as valuable and capable members of the classroom community. A key piece of developing this mindset is engaging pre-service teachers in authentically rethinking their understanding of intelligence and expertise. This article is a descriptive piece of an inclusive education teacher preparation programme making changes to construct teachers and peers with intellectual disability as experts to help develop future teachers. We describe the programme and two features that position people with intellectual disability as experts: hiring a teaching assistant with an intellectual disability for an introductory special education course and embedding a semester-long experience that pairs pre-service teachers with college students with intellectual disability. We describe these experiences and what preservice teachers shared about them. Implications for teacher education and future research are discussed.

Guidance and Counseling Teachers in Inclusive Education : A Literature Review

Guidance and Counseling Teachers in Inclusive Education : A Literature Review

Research of the Problems of Professional Support for Teachers in the Implementation of Inclusive Education

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.

The Study on the Dilemma of Teachers in Inclusive Education in China

In recent years, China has made significant strides towards building a more inclusive education system, aiming to ensure that every child, regardless of their physical or cognitive abilities, has access to quality education. This mission is not only driven by a commitment to human rights but also by the recognition that every individual has the potential to contribute meaningfully to society. Yet, while the intention is commendable, the road to achieving a truly inclusive educational landscape is fraught with challenges. One of the primary issues is the shortage of resources. Many educational institutions lack the necessary infrastructure and tools to cater to students with diverse needs. This inadequacy is compounded by a shortage of teachers trained in inclusive teaching methodologies, leading to a disconnect between student needs and instructional delivery. Additionally, the workload for educators, who are now expected to cater to a broader range of student needs without proportionate support, has seen a concerning increase. However, the research has shed light on promising solutions. Comprehensive teacher training programs focusing on special education methodologies can significantly bridge the knowledge gap. There is also a clarion call for enhanced school support, both in terms of infrastructure and personnel. Perhaps most crucially, public awareness campaigns can alter societal perspectives, fostering a more accepting and supportive environment for inclusive education. By meticulously implementing these strategies and continuously evaluating their efficacy, China stands on the brink of revolutionizing its education system, ensuring that no child is left behind.

Increasing accessibility in language education – the SCALED project

This paper aims to familiarise the readers with the motivations and pedagogical principles behind the outcomes of the ‘SCALED – Supporting Content and Language Learning Across Diversity’ project and with the outcomes themselves. These include an open online course for initial teacher training and continuing professional development of language teachers, accompanied by a methodological guide and a report on good practices in inclusive language education and inclusive foreign language teacher training. The SCALED project addresses the needs of both the academic and school communities, aiding educa- tors in proactively eliminating existing and potential barriers to language learning. It incorporates empirically validated models and approaches, such as Universal Design for Learning (UDL) and the integration of indi- vidual accommodations and adjustments in learning and assessment conditions. The project seeks to advance fairness and counter discrimination and marginalization by fostering inclusive practices in teacher training and language education via enhanced accessibility. Accessible language learning environments can empower individuals with diverse needs, including special educational needs, and enable them to unleash their abilities and potential. Accessibility constitutes a leading theme that transpires in all SCALED course modules and materials, from accessible instruction and assessment, through accessible and usable digital language materials (docu- ments and multimedia) and online learning platforms to accessible and supportive language learning environ- ments (e.g. assistive technology) for learners with special educational needs resulting from dyslexia, ADHD, autism, blindness and visual impairments, and diverse cultural and language backgrounds.

Profiling teacher educators: ready to prepare the next generation for educational technology use?

ABSTRACT This study explores ICT profiles of teacher educators to understand personal, pedagogical and organisational factors affecting technology use in teacher education. After delineating latent profiles based on survey data, 12 teacher educators were interviewed on technology integration in educational settings for a deeper insight. Based on the Synthesis of Qualitative Research model developed to outline strategies for preparing preservice teachers to integrate technology, findings revealed key issues including teacher educators’ classroom stance as role models for effective technology use, importance of technological-pedagogical content knowledge in designing technology-enriched learning environments, peer collaboration and avoidance of using technology regardless of pedagogical concerns. Issues related to assessment, professional development, attitudes and ICT competency were raised. Findings are discussed considering potential consequences for current practices and areas of future research.

Practitioner Enquiry as Lifelong Teacher Education for Inclusion

This article focuses on the use of a practitioner enquiry (PE) course to develop teacher education for inclusion, particularly when referring to continuous professional development (CPD). The article aims to answer the following research questions: How does this PE course compared to other experiences of CPD? To what extent is this model of CPD a way of promoting teacher education for inclusion? The data presented in this article were generated by three student-practitioners and a course tutor who engaged in a practitioner enquiry course offered in a higher education institution in Scotland during the academic year 2022–2023. Data were generated through autoethnography, and all authors individually reflected on their experiences of CPD, namely this PE course. The data were then analysed through a thematic analysis process that combined individual and collaborative tasks, including the writing of this article. This article concludes that long-term CPD with a constructivist alignment allows student-practitioners to develop their agency as inclusive educators. Engagement with research, both by critically analysing ‘global’ academic research and by designing and implementing a ‘local’ PE, provides lifelong tools for teachers to identify and remove barriers to ensuring that all learners can access, participate, and succeed in education.

Review on Inclusive Education Teachers’ Digital Professional Development

Inclusive education teachers need to be digitally competent. However, there is little research on digital professional development for inclusive education teachers. The purpose of this study was to review systematic analyses of digital professional development for inclusive education teachers to improve inclusive education. Using the reporting standards for systematic evidence syntheses’ review method and following certain exclusion and inclusion criteria, this study conducted a systematic review of digital professional development for teachers in inclusive education by selecting 12 high-quality studies published after 2013 from 2 reputable databases (Web of science and Scopus). The analysis revealed the three themes of necessity, barriers, and future trends in the digital professional development of inclusive education teachers. The digital professional development of inclusive education teachers is of great significance to the success of their practice of inclusive education and should be taken seriously by the education community. Despite the limited number of retrieved articles, this study is still significant for the digital professional development of inclusive education teachers. This review can draw the attention of inclusive education education stakeholders to the digital professional development of inclusive education teachers, which will contribute to the improvement of inclusive education. It is essential to continue to deepen research in this area in the future.

Inclusive education peculiarities of teachers' perception of a learner with a disability

Introduction. Currently, in the context of the of the education system humanization and with the tendency to increase the proportion of students with disabilities in the total number of children, special attention is paid to creating an inclusive educational environment in basic education institutions. There is a natural increase in requirements for the quality of differentiated educational programs implementation, which is largely determined not only by special professional competences among teachers, but by their individual characteristics as well. In this regard, the issue of accounting for teachers' perception of students with disabilities in the education system is brought out. Aim. The aim of the presented study was to identify the characteristics of the perception of students with disabilities by teachers who have different experiences of interacting with this category of students. Methods of research. The questionnaire survey was attended by 336 teachers. Methods of mathematical statistics: nonparametric criterion Mann–Whitney U-test, correlation coefficient r-Spearman. Statistical calculations were done using a specialized IBM SPSS Statistics 22 program. The results of the study. It is found that the structure of perception of a student with a disability among teachers with diverse experience of interaction with students with disabilities is characterized by a significant number of positive connections between its components. Differences in teachers' attitudes towards students with disabilities (U=121.0; p = 0.003), their emotional attitude (U=120,0; p = 0,000) as well as in the readiness of teachers to implement the educational process (U=118.0; p = 0.000) were revealed. The lack of this experience leads a teacher to the prejudiced assessment of difficulties when organizing and implementing the educational process with the participation of students with disabilities and contributes to the growth of emotional stress in teachers during classes. Scientific novelty. The structure of perception of a learner with a disability by teachers was developed and empirically confirmed on the basis of significant connections of mindsets, attitude and readiness of the teacher. Practical significance. The results of the study will make it possible to develop effective measures of psychological and pedagogical support for teachers in inclusive education, including additional professional programs on inclusive education, accumulation of practical experience of interaction with persons with disabilities in the educational process and everyday life, discussion and elaboration of emotional experiences that arise when interacting with students with a disability.

Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis

AbstractInclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.

THE INTERRELATION OF THE INDIVIDUAL STYLE OF PEDAGOGICAL ACTIVITY AND PSYCHOLOGICAL DIFFICULTIES OF TEACHERS IN INCLUSIVE EDUCATION

With the expansion of inclusive education, there is a growing need to understand the problems faced by teachers. One of the main factors influencing the effectiveness of the pedagogical activity is the individual style of pedagogical activity. The article reveals the relationship between the individual style of pedagogical activity and the psychological difficulties of teachers in inclusive education; the influence of the individual style of pedagogical activity on the ability of a teacher to adapt to the peculiarities of teaching children with disabilities is considered.

An evidence-based inclusive pedagogical approach in action and its insights for enhancing the professional competence of inclusive education teachers in China

Enhancing professional competence of inclusive education teachers is a crucial measure to promote the development of inclusive education. The Inclusive Pedagogical Approach in Action is an evidence-based framework that has demonstrated effectiveness in various countries, providing comprehensive, practical, and specific advantages for enhancing the professional competence of inclusive education teachers. In this study, the formation backgrounds, theoretical connotations, and practical applications of this framework was systematically analyzed to gain insights into enhancing the professional competence of inclusive education teachers in China. The findings suggested that inclusive education teachers should develop evidence-based thinking, respect students’ diversity, uphold their inclusive education beliefs, foster multi-stakeholder collaboration, and tailor solutions to the local contexts. Implementing these measures is expected to promote the high-quality development of inclusive education in China.

Makrostruktura teksta u nastavi - podrška ili prepreka smislenom učenju?

Contemporary circumstances of teaching and learning at all levels of education, as well as easy availability of a variety of learning resources, compel teachers to expand textual learning resources. This leads to the need to analyse the role of the text in teaching practice. In teaching practice, the text is regarded as a broader category of teaching material, in which textbooks form a subcategory. Given that learning in a formal context is mainly based on verbal content and literacy practice, it is very important to look at different aspects of the text, i.e. evaluate their potential for learning. Several aspects of the text are important: its content, the quality of didactic adaptability of the text, the microstructure and macrostructure of the text, as well as the way it is applied in the teaching/learning process. The aim of this paper is to map the characteristics of the macrostructure of the text in teaching practice which are important for the improvement of the meaningful learning. The paper presents various issues involved in the macrostructure of the text, analyses the similarities and differences of the terms "text type", "genre" and "discourse", and provides an overview of research that links text macrostructure and its effects on learning. Finally, pedagogical implications are derived, which include the thesis that the macrostructure of the text from which one learns should become a relevant factor for lessons planning, the assessment of learning success, but also for the improvement of educational policy, including teacher education.