Teacher education and inclusive education in Kazakhstan

2021 ◽  
pp. 1-17
Author(s):  
Tsediso Michael Makoelle ◽  
Valeriya Burmistrova
Keyword(s):  
Teacher Education ◽  
Inclusive Education

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

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

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Graduate Education ◽  
Inclusive Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Language Teacher Education ◽  
Post Graduate ◽  
Self Study ◽  
Graduate Teacher Education

<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>

scholarly journals Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice

2020 ◽  
Vol 30 (2) ◽  
pp. 32-50
Author(s):  
Donna McGhie-Richmond ◽  
Fizza Haider
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Positive Impact ◽  
School Leaders ◽  
System Level ◽  
Teacher Education Programs ◽  
Knowledge Mobilization ◽  
Inclusive Practices ◽  
Key Stakeholders

Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems.

Best Practices in Teacher Preparation for Inclusive Education

2020 ◽  
pp. 52-68
Author(s):  
Holly H. Pinter ◽  
Lisa A. Bloom ◽  
Charmion B. Rush ◽  
Cameron Sastre
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
General Education ◽  
Inclusive Education ◽  
Best Practice ◽  
School Partnerships ◽  
University School Partnerships ◽  
Teacher Education Faculty ◽  
Education Courses

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

Meeting the Need for Inclusive Educators Online

2017 ◽  
pp. 106-122
Author(s):  
Jason Naranjo
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Career Development ◽  
Inclusive Education ◽  
Online Courses ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Teacher Competence ◽  
Teacher Shortages ◽  
Inclusive Schools

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

2020 ◽  
pp. 088840642092697
Author(s):  
Lingyu Li ◽  
Andrea Ruppar
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Identity ◽  
Professional Competence ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Active Role ◽  
Teacher Agency ◽  
Education Professional Development ◽  
Academic Search

Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.

Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education

2011 ◽  
pp. 2565-2577
Author(s):  
Mike Keppell
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Early Childhood ◽  
Physical Education ◽  
Inclusive Education ◽  
Real World ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Problem Based Learning ◽  
Technology Project

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

Teacher Education and Inclusivity

2019 ◽  
Author(s):  
Sarah L. Alvarado ◽  
Sarah M. Salinas ◽  
Alfredo J. Artiles
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Teacher Educators ◽  
Learning Differences ◽  
Access To Books ◽  
Formative Experiences

Inclusive teacher education (ITE) defines the professional training of preservice teachers to work in learning spaces encompassing students from all circumstances, regardless of race, linguistic background, gender, socioeconomic status, and special education needs (SEN). This preparation includes the content, pedagogy, and formative experiences required for teachers to work in inclusive schools. To fully understand ITE, it is necessary to examine what is meant by inclusive education (IE). Indeed, it is essential to explore ITE’s definition since scholars and teacher educators have struggled to agree on what is meant by IE. In addition to disagreements about IE’s definition, support for this idea and its implementation may vary due to the cultural, historical, and political differences specific to local contexts. For these reasons, it is necessary to recognize the inclusive policies, practices, and processes that often shape definitions and concepts related to ITE. Notwithstanding the ambitious meanings of ITE across the globe, researchers, professionals, and policymakers tend to emphasize a vision of teacher preparation for working with students with disabilities (SWD) or SEN. Also, there is no consensus about which particular aspects matter in teacher education programs, primarily based on ideological differences about the core goals of IE. These differences in views and beliefs have resulted in limited understandings and applications of ITE. For instance, a student with an SEN may also come from a family living in poverty, with no access to books in the home, or speak multiple languages, including languages that are not a part of their first (formal) educational experiences. In such circumstances, there is no agreement about whether ITE programs should focus on students’ linguistic, socioeconomic, learning differences, or multiple factors. We review the research on ITE in various national contexts. We also discuss how scholars have conceptualized the preparation of future teachers and the implications for greater clarity on how teacher preparation can improve IE in an increasingly diverse society.

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