Including Teacher Education Research Articles

INCLUSIVE EDUCATION OF FUTURE TEACHERS ISSUES OF PSYCHOLOGICAL READINESS

In this article, the authors note that the readiness of teachers to work with children with disabilities is an important condition for the successful implementation of inclusive education. The article analyzes the theoretical concepts of the essence and structural components of teachers 'readiness for professional activity from the positions of various scientific approaches, and also considers the specifics of the problem of teachers' psychological readiness to work in conditions of educational inclusion. The theoretical analysis of scientific papers allow us to identify the main aspects of the problem of readiness for professional activity in psychology, to determine the specifics and structure of the psychological readiness of teachers to work in conditions of inclusion, to identifyАбай атындағы main problems of its formation in the course of professional training at the present stage. As a result, the authors came to the conclusion that the psychological and pedagogical training of future teachers for inclusive education is a necessary prerequisite for the success of an effective professional activity of a person in the modern world.

Preparedness of Prospective Teachers for Inclusive Education: Pre-Service Teachers’ Knowledge and Skills

The inclusion of students with special needs in regular schools is now one of the most important international and national issues faced by the educational world. The study examined concepts of prospective teachers about inclusion, skill, and knowledge gained through these educational programs. This was quantitative research conducted by using a descriptive survey. The questionnaire is designed by the researcher based on objective, theoretical framework, and literature review of related studies. Responses to the survey were obtained from 250 pre-service teachers. It indicated that the majorities of pre-service teachers have concept clarity about inclusion and prepare to implement the skill, and knowledge gained through these educational programs. This research is a small effort from the platform of special education to collaborate with general education for the promotion of inclusion of these children in society by using the means of inclusive teacher education programs. This study provides a useful paradigm for future research in this field.

Measuring social support perceived by inclusive education teachers in China

ABSTRACT Social support perceived by inclusive education teachers is seldom empirically investigated, and there are few tools to measure it. This research aims to develop a valid instrument to investigate inclusive education teachers’ social support and to determine the current situation of such support in China. A total of 216 and 367 valid questionnaires from teachers in elementary and junior high inclusive education schools were collected in study 1 and study 2, respectively. The findings indicated that (1) Chinese inclusive education teachers’ social support was represented by a four-factor model with high reliability and validity that included professional, emotional, administrative and material support; (2) teachers received mostly emotional support, followed by administrative support, material support, and then professional support; and (3) demographic variables such as age, length of service, academic qualification, training time, and establishment of a school resource room had significant influences on teachers’ perceived social support. The study contributes to developing a conceptual framework and measurement instrument for Chinese inclusive education teachers’ social support. It provides practical implications for the improvement of current Chinese teacher education programmes and the development of high-quality inclusive education.

Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth

This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

Exploring the Lived Experiences of Inclusive Education Teachers Handling Students With Intellectual Disability: A Mixed Method Approach

This paper focuses on exploring the lived experiences of inclusive education teachers handling students with intellectual disability in terms of their stressors, coping mechanisms, fulfilling experiences, and opportunities. A mixed method using questionnaire and one-on-one interview were employed in gathering the needed quantitative and qualitative data from the 13 purposively chosen respondents. Frequency and simple weighted mean were used in interpreting the quantitative data, while the Groenewald’s process of phenomenological analysis was employed to extract themes from the qualitative data. Results revealed that the students’ behavioral issues were the only potential stressors of the inclusive teachers. They coped via using cognitive, social, and physical coping resources. Students’ positive transformations, understanding the child through team teaching, and road to salary augmentation were the themes generated as their fulfilling experiences and opportunities. It is recommended that schools offering inclusive education should equip their teachers with pedagogical knowledge in handling the behavioral issues of students with special needs through providing relevant trainings.

ТЕОРЕТИЧЕСКИЕ МОДЕЛИ ПОДХОДОВ К ИНВАЛИДНОСТИ В РЕСПУБЛИКЕ КАЗАХСТАН

The purpose of the article is to develop a domestic model of society's attitude to disability in the Republic of Kazakhstan. To achieve this goal, the works of a number of foreign and domestic scientists devoted to the attitude of society towards persons with disabilities or developmental disabilities were analyzed. Existing models of approaches to disability in the countries of near and far abroad, as well as in Kazakhstan, were identified and analyzed. It has been established that in world practice there are more than ten models of approaches to disability. It is noted that the existing models of attitudes towards disability have not only certain similarities, but also differences. Practice has shown that society's attitude towards disability depends on social, political conditions, economic opportunities of the state, legislation in the sphere of education, value orientations and accepted cultural norms of society. The study showed that there is no information about domestic scientific works devoted to the issues of training and education of persons with disabilities in Kazakhstan until the 70s of the twentieth century. It was revealed that there are studies on the problems of education and upbringing of persons with disabilities, regulatory support, the formation of the humanistic potential of inclusive education. However, theoretical models of society's attitude towards disabled people and disability have not been developed in Kazakhstan. As a result of the research, the authors have developed theoretical models of approaches to disability in the Republic of Kazakhstan, which cover the time period from the beginning of the 20th century to the present and are most suitable for the historical development of the Republic of Kazakhstan: a medical model (early 20th century and 70s of the 21st century), a social model (80s of the XX century and the beginning of the XXI century), model of inclusion (the beginning of the XXI century to the present). The developed theoretical models of approaches to disability contribute to the success of the development of inclusive education in Kazakhstan. In conclusion, the authors conclude that the developed models of attitudes towards disability in the Republic of Kazakhstan will make a significant contribution to the development of inclusive education and will have practical significance for teachers of inclusive education, educational psychologists, researchers, employees of educational institutions on the training of teaching staff.

Inclusive Education Status through the Lenses of Teachers in Zambia

This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances

Inclusive Physical Education During the University Preparation Programme in Ghana: Bridging the Gap Between Theory and Practice.

Hands-on experience plays a key role in every teacher education programme as it helps the prospective teacher to experience a real world of teaching rather than in abstract. One of the most difficult aspects of inclusive teacher education programmes is capacitating pre-service teachers to practice inclusion in the classroom in real live conditions. This study aimed at evaluating student-teachers’ hands-on experiences in inclusive practical PE lessons during their university preparation programme using sequential mixed-method design. 152 PE student-teachers’ in level 300 from the two universities who train PE teachers in Ghana were purposively sampled for this study. Quantitative data was collected using questionnaires while qualitative data was collected through focus group discussion with 20 of the same participants. Quantitative data were analysed using means and standard deviation and presented in tables. Inferential statistics of independent t-test was used to ascertain the mean difference between student-teachers’ hands-on experiences. Qualitative data were transcribed verbatim with trustworthiness assured through peer debriefing and member checking. Both quantitative and qualitative results showed that the university preparation programme has no practical component for inclusion in PE. Student-teachers’ hands-on teaching experience in inclusive practical PE was found to be inadequate. However, a significant difference (t (-4.020) at df (32.9), p< .005) was found between the two institutions. The study concludes that the preparation programme in the universities does not give student-teachers’ adequate inclusive practical exposure. To make inclusion experience more viable to student-teachers’, it is recommended that inclusive experiences should be incorporated into student-teachers’ on-campus teaching practice and all practical courses to help bridge the gap between theory and practice.

Preparing Future Handicraft Teachers for Inclusive Education in Ukrainian Schools

The paper highlights the results of empirical research regarding the issues undermining the implementation of inclusive education in the context of training handicraft teachers and, consequently, discovers effective ways to eliminate them. It shows that future handicraft teachers are mostly not ready to implement inclusive education. This is due to the lack of adequate knowledge and skills required to work with children with special needs. Besides, the paper indicates students’ unawareness of categories of children with special needs and characteristics of correctional and developmental work in handicraft lessons, including relevant exercises, motor activity. This fact negatively affects future teachers’ emotional readiness to work under such conditions. Working with various tools while processing structural materials requires adherence to safety rules in lessons and appropriate organization of design and technological activities. The paper specifies that teacher placement supervisors do not have the necessary experience of working with children with special needs and thus cannot prepare their students for that. Also, it justifies the need to develop students’ emotional readiness to work with children with special needs, update the content of professional training for future handicraft teachers, taking into account the specifics of inclusive education, develop their ability to employ teaching methods appropriate for inclusive classes in handicraft lessons. Finally, the paper isolates the main areas that can help to increase the effectiveness of professional training of future handicraft teachers in higher education institutions so that they can work with children with special needs.

‘Sana All’ Inclusive Education amid COVID-19: Challenges, Strategies, and Prospects of Special Education Teachers

People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers’ experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.

„Það er alltaf þessi faglega samræða“: Innleiðing teymiskennslu í tólf grunnskólum

Í þessari grein er gerð grein fyrir niðurstöðum rannsóknar á innleiðingu teymiskennslu í tólf grunnskólum hér á landi á árunum 2016?2020. Byggt er á rúmlega eitt hundrað viðtölum við kennarateymi, stjórnendur og nemendur sem tekin hafa verið í tengslum við ráðgjöf höfundar um innleiðinguna og mat á stöðu hennar í skólunum. Í viðtölunum var spurt hvernig teymiskennslan gengi, hver hefði verið helsti ávinningur hennar, sem og um helstu áskoranir og hindranir.Teymiskennsla er hér skilgreind sem kennsla þar sem tveir eða fleiri kennarar eru samábyrgir fyrir einum árgangi, aldursblönduðum hópi, námsgrein eða námsgreinum. Kennarar undirbúa sig saman, kenna einnig að einhverju marki saman og vinna saman að mati á námi og kennslu.Viðmælendur töldu helstu kosti teymiskennslunnar vera möguleika á verkaskiptingu. Teymiskennslan var oftar en ekki talin leiða til aukinnar fjölbreytni í kennslu og aukins þors til að prófa mismunandi útfærslur. Þá var sveigjanleiki talinn kostur, meðal annars að geta skipulagt kennslu í misstórum hópum, sem og möguleikar nemenda til að sækja leiðsögn til fleiri en eins kennara. Mat viðmælenda var að forsenda árangursríkrar teymiskennslu væri gagnkvæmt traust og virðing, og lykill að árangri stöðug samræða, sameiginleg ígrundun, lausnaleit og jafningjastuðningur.Helstu hindranir voru tengdar því þegar teymi nær ekki saman og þegar erfitt reynist að finna tíma til samstarfs. Þá er vandi tengdur ósamræmi í stundatöflum kennara og ekki síst óhentugu húsnæði.Þessar niðurstöður eru í samræmi við niðurstöður rannsókna á teymiskennslu sem gerðar hafa verið víða um heim á undanförnum áratugum. Mikill meirihluti rannsókna bendir til þess að teymiskennsla skili meiri ávinningi en þegar kennarar eru einir. Spurt er hvers vegna jafn afdráttarlausar niðurstöður hafi ekki leitt til umfangsmikilla grundvallarbreytinga í skólum í þá átt að fela kennurum oftar sameiginlega ábyrgð á kennslu, í stað þess að þess að ganga út frá því að þeir kenni nemendum einir.

Social validity and psychometric properties of Teacher Impression Scale – A pilot study

ABSTRACT Teachers of inclusive early childhood education (ECE) are responsible for monitoring children’s social skills achievement, and promoting social play between children with and without special educational needs (SEN). The Teacher Impression Scale (TIS) is an observational assessment developed for this purpose. This study aims to explore the social validity of the Swedish version of TIS, TIS-S, and to evaluate its effectiveness in identifying participants for peer-mediated interventions in Swedish preschools; by also testing the internal consistency, and the construct and criterion-related validity of the scale. The teachers (N = 16) observed children with SEN (n = 16) and without SEN (n = 16) in social play situations with TIS-S and subsequently answered a survey. Data were analysed quantitatively and qualitatively. Results demonstrate that the TIS-S has high internal reliability. The TIS-S also discriminated between the groups of children with and without SEN, which provided evidence of construct and criterion validity. Social validity was verified as the teachers reported that TIS-S was suitable for recognising individual children’s need for support in interactions with peers, planning for adaptations for all children in the social learning environment, and reflecting on the complexity of children’s social behaviour in play.

Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives

Despite policy calling for enhanced inclusive practice within all schools and colleges, educators across Europe are facing increasing challenges when providing effective inclusive education for all students as a result of increased diversity within European society. This paper focuses on the development of our understanding of how to support educators’ professional learning around issues of diversity and inclusion. Specifically, it aims to explore what diversity looks like across countries, sectors, and roles, what challenges and dilemmas are posed for educators, and how new approaches to professional learning can support the educators across all sectors. The exploratory study described in the paper emerged from work undertaken as part of an Erasmus+ Strategic Partnership project called PROMISE (Promoting Inclusion in Society through Inclusion: Professional Dilemmas in Practice). Traditional approaches to professional learning to support teachers’ inclusive practice have tended to focus on discrete courses which address specific learning needs such as autism, literacy difficulties, or behavioural issues. The paper presents findings from a transnational study which indicate that the professional dilemmas facing educators are complex and unpredictable and argues, therefore, that educators require professional learning that is collaborative, interprofessional, and acknowledges that the challenges they face are multifaceted.

Promising practices for preparing Canadian teachers for inclusive classrooms: analysis through a transformative learning lens

ABSTRACT Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre-service teacher inclusive education preparation and suggest ways they can become more entrenched within Canadian schools.

Disability studies in and for inclusive teacher education in Aotearoa New Zealand

ABSTRACT In inclusive education, Disability Studies is a framework that has been useful for identifying gaps in theory, in practice and the spaces in between. Disability Studies in Education also provides new spaces in which to manoeuvre, re-framing theory, reflecting on and (potentially) shifting practice in classrooms, schools, and national policies and guidelines. In this paper three teacher educators and a school principal describe their work in undergraduate and graduate teacher education, both initial teacher education and in-service professional development. We describe the genesis of our theorising in an ongoing project developing and disseminating a sociocultural approach to assessment, Narrative Assessment. We continue to learn about curriculum, pedagogy and assessment in this project. These learnings inform our theory and practice of teacher education for inclusive education.

Becoming an inclusive teacher: reducing gaps in theory and practice through inclusive research

ABSTRACT The course ‘Inclusive Education’ at the University of Vienna (UV) serves as a microcosm of national and international discourses. Policies such as the UN-CRPD run counter to established school systems and the latest developments in federal and state legislation. Against this backdrop, a small-scale study has been conducted to (a) examine the situation of pre-service teachers in inclusive education and (b) contextualise this against the experiences of self-advocating former special-school pupils, namely persons with learning difficulties who politically speak up for their own rights. Nine interviews (seven with pre-service teachers and two with self-advocates) have been analysed using Situational Analysis. An inclusive research approach has been applied at every step of the research process. Findings show that pre-service teachers tend to get lost in the tension between their vision of inclusive education and the reality of special education. In this situation, self-advocates serve as allies who help to overcome these barriers through constant exchange. Since this inclusive research approach exists in academic teaching, a shift from inclusion in theory to inclusion in practice might be introduced to synthesise theory and practice.

Making inclusion matter: critical disability studies and teacher education

ABSTRACT This paper explores the affordances of critical disability studies (CDS) for curricular theorizing in teacher education for inclusion and socially just pedagogy. Specifically attending to the posthumanist thread within this field, I offer provocations to three tenets that undergird a disability studies informed teacher education curriculum for inclusion, and which are also salient within the larger field of teacher education. These tenets include the critique of schools, exhortations to act agentively towards change, and the foundational premise of a narrative understanding of experience. I argue for a recognition of the ontological inseparability of schools, teachers and teacher educator-scholars that can move us towards a more ‘affirmative critique’. I assert the significance of affect as a compelling force in not only how teachers experience inclusion and inclusive teaching, but also for how teacher educators mobilize themselves towards this project. I question the presumed disembodied ‘freedom’ attached to conceptions of inclusive teachers and teacher educators. And, finally, I deploy dishumanism to extend an understanding of narrative that can both affirm teachers’ role as agents while simultaneously recognizing their embeddedness in material-discursive assemblages.

ОРГАНІЗАЦІЯ ІННОВАЦІЙНОЇ ДІЯЛЬНОСТІ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УМОВАХ ІНКЛЮЗИВНОГО НАВЧАННЯ

Стаття присвячена аналізу результатів педагогічного експерименту стосовно організації інноваційної діяльності вчителів початкової школи в умовах інклюзивного навчання. Метою статті є оприлюднення результатів формувального етапу педагогічного експерименту з реалізації педагогічних умов для формування готовності вчителів до професійної інноваційної діяльності в умовах інклюзивного навчання. В процесі експериментальних досліджень було проведено педагогічний експеримент з чотирьох етапів: аналітико-діагностувального, констатувального, формувального та результативно-узагальнюючого. На аналітико-діагностувальному етапі експериментального дослідження було здійснено опитування методистів, викладачів ЗВО, учителів початкової школи, за результатами якого визначено та диференційовано етапи формування готовності до інноваційної діяльності в умовах інклюзії (орієнтувальний, мотиваційний, діяльнісний), рівні її розвитку (формування готовності до інноваційної діяльності майбутніх вчителів початкових класів в умовах інклюзивного навчання в процесі навчання у ЗВО та формування готовності до інноваційної діяльності вчителів початкових класів в умовах інклюзивного навчання в процесі професійної діяльності вчителя). За результатами їхнього опитування та власного педагогічного досвіду було також визначено педагогічні умови, що мають позитивний вплив на формування готовності до інноваційної діяльності вчителів початкових класів в умовах інклюзивного навчання: формування стійкої мотивації вчителів початкової школи на досягнення високого рівня готовності до здійснення інноваційної діяльності; формування умінь подолання проблемних ситуацій, що виникають під час здійснення інноваційної діяльності в початкових класах; визнання пріоритету особистості вчителя початкової школи у виборі ним індивідуальної траєкторії організації освітнього процесу. На констатувальному етапі експерименту було виявлено недостатній рівень готовності вчителів до здійснення інноваційної діяльності в умовах інклюзії, що додатково підтвердило необхідність реалізації авторської моделі. Кількісний та якісний аналіз результатів формувального етапу педагогічного експерименту засвідчив стійку тенденцію до зростання рівня готовності учителів початкової школи до провадження інноваційної діяльності в умовах інклюзивного навчання, що підтверджує ефективність запропонованих педагогічних умов і авторської моделі її формування.

TRAINING FUTURE TEACHERS FOR INCLUSIVE EDUCATION OF SCHOOLCHILDREN WITH DISABILITIES

The teacher plays a key role in ensuring a high quality of education. With the spread of inclusive education new requirements are imposed on the teacher, including readiness to teach and educate children with special educational needs. The article presents an analysis of current research in the field of training teachers for inclusive education of schoolchildren with disabilities. The professional competence of the teacher of inclusive education is interpreted as consisting of two components: personal and activity-based components. The professional and personal readiness of a teacher of inclusive education lies in their mastery of the system of professional values, as well as in the formation of significant professional and personal qualities such as mercy, empathy, tolerance, and high level of self-control. The activity-based component includes the main types of pedagogical activities, taking into account the specific features of children with special educational needs. The studies under analysis emphasize the development of the personal and semantic sphere and the professional and personal qualities of future teachers of inclusive education. Furthermore, they suggest teaching models aimed at the preparation of students for fruitful interaction in the interdisciplinary team of specialists providing pedagogical support for the child with disabilities. Several studies reflect the design of the content of bachelor’s and master’s degree programs. The prospects for further research consist in the integration of the content of general pedagogical education with the preparation for work with children with disabilities, and in the development of criteria for assessing the professional competence of a teacher of inclusive education and design of new training models that could improve the quality of inclusive processes in education.

Training of pedagogical personnel for inclusive education children with disabilities

With the spread of inclusive education, new requirements are imposed on a teacher, including their readiness to teach, educate, and help with the development of children with special educational needs. Scholars recognize the need to amend the training of general education teachers (primary school teachers and subject teachers) to form their readiness to teach school children with disabilities. The study presents an analysis of modern Russian research on this issue using methods of analysis, systematization, and comparison of modern approaches to teacher training for inclusive education of children with disabilities. The study reveals Russian scholars’ understanding of the term “readiness for inclusive education of children with disabilities” and a list of professional and personal qualities, value-semantic guidelines, and professional competencies that an inclusive education teacher should have. Scientific approaches to the training of such a specialist (competency-based, integrated) and proposed forms of education are critically analyzed, and issues of content and new technologies used in preparing a teacher for this type of professional activity (contextual, project-based learning) are considered. The study reveals the shortcomings of the modern situation in the preparation of a general school teacher for inclusive teaching of children with disabilities, and the authors’ view on changing the form of such training is proposed. As a result of the analysis, prospects for further research in the field of teacher training for inclusive education of children with disabilities are highlighted.