scholarly journals Student teachers' perceptions of the collaborative relationships form between universities and inclusive elementary schools in Indonesia

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1289
Author(s):  
Rasmitadila Rasmitadila ◽  
Megan Asri Humaira ◽  
Reza Rachmadtullah
Keyword(s):  
Elementary Schools ◽  
Student Teachers ◽  
Inclusive Education ◽  
Online Survey ◽  
Theory And Practice ◽  
Collaborative Relationship ◽  
Collaborative Relationships ◽  
University Partnerships ◽  
Teachers Perceptions ◽  
The Government

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials in the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose universities have successfully educated them in order to teach in inclusive elementary schools. Against the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities about inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used is a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve inclusive education in Indonesia, we also recommend that the government make policies on multi-sectoral collaboration in order to support inclusive education.

scholarly journals Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

2021 ◽  
Vol 20 (10) ◽  
pp. 274-290
Author(s):  
Rasmitadila Rasmitadila ◽  
Megan Asri Humaira ◽  
Rusi Rusmiati Aliyyah ◽  
Reza Rachmadtullah
Keyword(s):  
Elementary Schools ◽  
Student Teachers ◽  
Inclusive Education ◽  
School Teacher ◽  
Structured Interviews ◽  
Collaborative Relationship ◽  
Collaborative Relationships ◽  
Central Java ◽  
The Republic ◽  
The Government

This study explores the perceptions of student teachers on the collaborative relationship between inclusive elementary schools (IESs) and universities. Data were collected through online surveys and semi-structured interviews with 50 student teachers studying in elementary school teacher education study programs spread across three provinces of Indonesia, namely West Java, Central Java, and East Java. Data were analyzed using thematic analysis. The analysis results found four main themes: inclusive teacher readiness, benefits, inclusive education insights, and inclusive education quality. This study indicates that mutually the collaborative relationship between universities and IESs is very important for the two parties specifically, and for inclusive education in Indonesia generally. Broadly, this research implies that, to establish policies and practices for inclusive education, universities, as the primary authority for producing inclusive teacher candidates, must design programs that are relevant to the problems experienced by IESs. Policymakers, namely the government through the education office, must support and encourage multi-relational collaborative relationships with all parties. To date, the implementation of inclusive education, especially the involvement of all stakeholders in developing inclusive education, follows the policies set by the government – the Ministry of Education, Culture, Research and Technology – of the Republic of Indonesia.

Using Online Video-Recorded Interviews to Connect the Theory and Practice of Inclusive Education in a Course for Student Teachers

2013 ◽  
Vol 37 (2) ◽  
pp. 107-124 ◽  
Author(s):  
Christopher Rayner ◽  
Jeanne Maree Allen
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Inclusive Education ◽  
Online Survey ◽  
Theory And Practice ◽  
Online Video ◽  
Traditional Lecture ◽  
Teachers Perceptions ◽  
Relevant Field ◽  
Type Of Delivery

This article reports on a study into university preservice teachers’ perceptions of online video-recorded interviews as an alternative to the traditional lecture format in a course on inclusive education. With the aim of assisting preservice teachers to link theory and practice, the series of video-recorded interviews focused on key concepts around educating students with diverse needs and abilities. The interviews were conducted between the course coordinator and a number of professionals with relevant field experience in special education and inclusion, and were then made available to preservice teachers online. Survey data indicated that this type of delivery model was perceived as effective in promoting engagement and learning, and in facilitating an understanding of the connection between theory and practice. Implications for teacher education are discussed.

scholarly journals Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices

Languages ◽  
2022 ◽  
Vol 7 (1) ◽  
pp. 10
Author(s):  
Raili Hilden ◽  
Anne Dragemark Oscarson ◽  
Ali Yildirim ◽  
Birgitta Fröjdendahl
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Online Survey ◽  
Summative Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Teachers Perceptions ◽  
Summative Assessments ◽  
Curricular Alignment ◽  
Oral Skills

Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved.

Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum

2017 ◽  
Vol 6 (2) ◽  
pp. 330
Author(s):  
Vasiliki Fotopoulou
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teachers ◽  
Teaching Practice ◽  
Transformation Process ◽  
Theory And Practice ◽  
Teaching Activity ◽  
Teaching Practicum ◽  
Teachers Perceptions ◽  
Third Stage

The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.

Development or Training

2019 ◽  
pp. 305-319
Author(s):  
Esim Gursoy ◽  
Elif Eken
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Clinical Supervision ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Teaching Philosophies ◽  
Field Notes ◽  
Cooperative Models

As a testing ground for theory and practice transition, teaching practice is a key element of teacher training process. One way to ensure that teacher candidates are acquiring and practicing critical teaching skills is to provide feedback through reflective practice during the student teaching. However, it should be beyond the helpful prescriptions in order for student teachers to develop their own teaching philosophies. For this reason, this study focuses on the growing trend toward cooperative models of student teaching supervision: the clinical supervision model (CSM). The study reports on the student teachers' perceptions on professional development with regard to the feedback they receive (direct or indirect). Twelve ELT student teachers contributed to the study and the data was collected via an open-ended and a closed-ended questionnaire, researchers' field-notes and video-taped reflection sessions. The data analysis revealed that although having varying degrees of abstraction, most of the student teachers had positive perceptions regarding indirect feedback during CSM.

Stressors and stressor response levels of Hong Kong primary school music teachers

2017 ◽  
Vol 36 (1) ◽  
pp. 4-16
Author(s):  
Marina Wai-yee Wong ◽  
Maria Pik-yuk Chik ◽  
Edmund Sze Shing Chan
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Student Teachers ◽  
Inclusive Education ◽  
Music Teachers ◽  
Teaching Experience ◽  
Individual Characteristics ◽  
Teachers College ◽  
School Music ◽  
The Government

Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: “changing education policy of the government”; “being observed by colleague, student teachers, college tutors, inspectors or parents”; “too much subject matter to teach”; “inclusive education”; and “additional administrative work”. An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents’ individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers’ stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.

scholarly journals KINERJA PENDIDIKAN DASAR DALAM IMPLEMENTASI PROGRAM PENDIDIKAN UNTUK SEMUA

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Bambang Ismanto ◽  
Umbu Tagela ◽  
Wasitohadi Wasitohadi
Keyword(s):  
Elementary Schools ◽  
Elementary Education ◽  
Gender Equity ◽  
Inclusive Education ◽  
Work Performance ◽  
City Government ◽  
Equal Distribution ◽  
Central Java ◽  
Development Goals ◽  
The Government

<p>This research aims to analyze the work performance of elementary schools in Salatiga in achieving the target of MDGs. This research is done with descriptive quantitative method, and measured with the target achievement of 9 year compulsory learning. The analysis is based on the work performance in percentage. The data collection was done in documents studies of the report from the educational report of Salatiga City and Central Java Province, and also through FGD. The result showed that the government of Salatiga City had been successful in executing the 9 year compulsory learning for children of 7-12 years old. In 2015, the APM of the elementary schools was 99,58%,TheAPK was 115,89%. The APM in middle school was 94,22%, and the APK was 129,01%. The number of literate people in 2015 was 99,97%. The gender equity reached the balance point in every grade of education. In order to improve quality, the city has been doing the certification and qualification program for the teachers. The problems that need priority for solution are operational support increase from Revenue and Expenditure Budget, the need to increase the number and the quality of elementary teachers, and equal distribution of inclusive education. This research recommends the Salatiga City government to plan for a quality-based elementary education program, and support sustainable development goals( (SDGs).</p>

scholarly journals Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

2021 ◽  
Vol 20 (6) ◽  
pp. 225-243
Author(s):  
Kenneth Ian Talosig Batac ◽  
Jonnedel Azucena Baquiran ◽  
Casper Boongaling Agaton
Keyword(s):  
Content Analysis ◽  
Blended Learning ◽  
Inclusive Education ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
The Philippines ◽  
Technology Literacy ◽  
Teachers Perceptions ◽  
Learning Platforms ◽  
The Government

The unexpected COVID-19 pandemic has closed schools and shifted the mode of education to digital and distance learning methods. However, the socioeconomic status of students affects their access to education. Blended learning, which includes online classes, television and radio broadcasts, and modular lessons, offers a more inclusive education that caters to the needs of the students. While the subject has been discussed in the literature from the perspective of the learners, this paper explores the perceptions, experiences, and insights of teachers in the Philippines on blended learning at the time of the pandemic. This study surveyed 39 basic education teachers and analyzed the data using qualitative content analysis. The results showed an agreement on teachers' perspectives about the effectiveness of educational policies implemented and the government's response to the pandemic. Despite the flexibility in using blended learning, the teachers experienced various challenges in applying this method during the pandemic, such as readiness, technology literacy, access to technology, financial difficulties, and health risk. These findings suggest the government and other education stakeholders provide additional financial support to schools during the pandemic; enhance the professional development activities for teachers; and continue developing learning platforms allowing open access to quality and reliable educational resources during and beyond the pandemic.

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