scholarly journals Towards teacher professionalization for inclusive education: Reflections from the perspective of a socio-cultural approach

2020 ◽  
Vol 8 (1) ◽  
pp. 26-47
Author(s):  
Francesco Arcidiacono ◽  
Aleksandar Baucal
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
Specific Model ◽  
Potential Contribution ◽  
Teacher Professionalization ◽  
Cultural Approach ◽  
Special Needs Education ◽  
The Status ◽  
Developmental Opportunities

In this paper, we reflect on teacher education and professionalization from the perspective of a socio-cultural approach. The goal is to have a greater understanding of some controversies, challenges and complexities related to the implementation of inclusion and to connect it to teacher education and professionalization. Firstly, we discuss key assumptions of a socio-cultural approach, as a theoretical framework for reflecting on teacher training and professionalization and the implementation of inclusive education. Next, we present some international principles and values that constitute the normative framework for inclusive education. This is used as a basis for defining competencies and practices that are necessary to ensure adequate learning and developmental opportunities at school. Finally, we present a specific model of teacher training to highlight the potential contribution of a socio-cultural approach in considering the status and role of inclusion and special needs education.

scholarly journals O problema da pobreza de experiência na formação do professor: desafios da educação inclusiva

2018 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Michelli Agra
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Theory ◽  
General Education ◽  
Inclusive Education ◽  
Walter Benjamin ◽  
Bourgeois Society ◽  
Theodor Adorno ◽  
The Individual ◽  
Formación Docente

O presente artigo tem por objetivo discutir os desafios da educação inclusiva, com base no conceito de experiência aplicado à problemática da formação do professor. Utiliza-se como referencial teórico-metodológico, a Teoria Crítica da Sociedade, com base nos autores Theodor Adorno e Walter Benjamin. As considerações giram em torno da argumentação das possíveis causas e efeitos do empobrecimento da experiência na sociedade burguesa capitalista, com a seguinte questão: ‘Para que viver experiências na formação de professor?’ No sentido que se procura expor, a experiência deixa marcas que passam a pertencer à subjetividade do indivíduo, além de potencializar a racionalidade e a autonomia. A educação inclusiva, por sua vez, revela a educação geral e pode contribuir para uma educação que propicie a resistência e a emancipação humana.Palavras-chave: Experiência; Formação do Professor; Educação Inclusiva. The problem of poverty of experience in teacher training: challenges of inclusive educationABSTRACTThis article aims to discuss the challenges of inclusive education, based on the concept of experience applied to the problem of teacher education. The Critical Theory of Society, based on the authors Theodor Adorno and Walter Benjamin was used as theoretical-methodological reference. Considerations revolve around arguing the possible causes and effects of the impoverishment of experience in capitalist bourgeois society, with the following question: 'Why live experiences in teacher training?' In the sense we seek to expose, experience leaves marks that pass to belong to the subjectivity of the individual, in addition to enhancing rationality and autonomy. Inclusive education, in turn, reveals general education and can contribute to an education that fosters resistance and human emancipation.Keywords: Experience; Teacher Training; Inclusive education. El problema de la pobreza de experiencia en la formación del profesor: desafíos de la educación inclusiva RESUMENEl presente artículo tiene como objetivo discutir los desafíos de la educación inclusiva, basándose en el concepto de experiencia aplicado a la problemática de la formación docente. Se utiliza como referencial teórico-metodológico, la Teoría Crítica de la Sociedad, basándose en autores como Theodor Adorno y Walter Benjamin. Las consideraciones giran alrededor de la argumentación de las posibles causas y efectos del empobrecimiento de la experiencia en la sociedad burguesa capitalista, con la siguiente cuestión: ¿Para qué vivir experiencias en la experiencia en la formación docente? En el sentido en que se busca exponer, la experiencia deja señas que pertenecen a la subjetividad del individuo, además de potenciar la racionalidad y la autonomía. La educación inclusiva, a su vez, revela la educación general y puede contribuir para una educación que favorezca la resistencia y la emancipación humana.Palabras clave: Experiencia; Formación docente; Educación Inclusiva.

scholarly journals Educational and Digital Divides in Inclusive Education

Seminar.net ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Proscovia Suubi Nantongo ◽  
Per Hetland
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Educational Practices ◽  
Learning Session ◽  
Special Needs Education ◽  
Digital Divides ◽  
The Status ◽  
Video Material

How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.

scholarly journals Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)

2019 ◽  
Vol 27 ◽  
pp. 149
Author(s):  
Santa Mónica Julião Mugime ◽  
Feliciano Mapezuane Mahalambe ◽  
José Cossa ◽  
Carlinda Leite
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
State Of The Art ◽  
The State ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Initial Training ◽  
Education Policies ◽  
Training Models

The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training. 

scholarly journals A century of teacher education in India: 1883-1985

2020 ◽  
Vol 7 (1) ◽  
pp. 263-285
Author(s):  
Aarti Mangal
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
General Education ◽  
Teaching Profession ◽  
Normal Schools ◽  
Implementation Phase ◽  
Training Course ◽  
The Status ◽  
The Government ◽  
Historical Developments

Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers. 

Special Education in Kenya

2018 ◽  
Vol 54 (3) ◽  
pp. 181-188 ◽  
Author(s):  
Elisheba W. Kiru
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Policy Framework ◽  
Special Education Services ◽  
Cultural Perceptions ◽  
Disability Awareness ◽  
Special Needs Education

Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for people with disabilities. Creating advocacy and awareness, revamping the curriculum, incorporating technology, providing teacher training, and improving data collection are some of the recommendations included in the policy framework to enhance special education services and facilitate inclusive practices.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Sign in / Sign up

Export Citation Format

Share Document