scholarly journals TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION

2014 ◽  
Vol 60 (1) ◽  
pp. 54-66
Author(s):  
Diana Carmela Di Gennaro ◽  
Erika Marie Pace ◽  
Iolanda Zollo ◽  
Paola Aiello
Keyword(s):  
Capacity Building ◽  
Reflective Practice ◽  
Inclusive Education ◽  
Strategic Alliances ◽  
Critical Reflection ◽  
Practical Implementation ◽  
Teacher Capacity ◽  
Beliefs And Values ◽  
Critical Reflective Practice ◽  
Teacher Capacity Building

In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers’ attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts. Key words: critical reflective practice; continuous professional development; inclusive education; inclusion; teacher training.

scholarly journals Optimizing Teacher Capacity Building Through MGMP Activities at SMPN 1 Banjarbaru

2021 ◽  
Vol 3 (1) ◽  
pp. 82
Author(s):  
Undi Sukarya
Keyword(s):  
Capacity Building ◽  
Teacher Capacity ◽  
Teacher Capacity Building

Guru menjadi pilar dalam pelaksanaan belajar dan pembelajaran di dalam kelas, sebagai elemen terpenting inilah kemampuan para guru dalam melaksanakan pembelajaran juga berimbas terhadap evaluasi dan remedial dari yang dianggap kurang berperan terhadap perkembangan peserta didik. Oleh sebab itu dari MGMP yang dilaksanakan oleh SMPN 1 Banjarbaru untuk meningkatkan kemampuan dan proses evaluasi pembelajaran. Artikel ini bertujuan untuk mendeskripsikan dari perkembangan para guru dalam meningkatkan kemampuan belajar mengajar yang dilaksanakan melalui MGMP di SMPN 1 Banjarbaru. Menggunakan Penelitian Tindakan Sekolah (PTS) dengan metode deskriptif dengan menggunakan siklus-siklus yang telah dilakukan guna menjelaskan hasil temuan, teknik pengumpulan data dengan langkah-langkah berikut 1) Perencanaan Tindakan; 2) Pelaksanaan Tindakan; 3) Pengamatan (Observasi). Hasil temuan 1) menjelaskan bahwa pada siklus 1 masih siklus 1 ke siklus 2, pada siklus 1 ada 3 aspek pengamatan yang belum mencapai persentase 100% dalam beberapa aspek penilaian terlebih ada yang tidak bernilai sama sekali. 2) sementara pada siklus 2 hanya 2 aspek pengamatan yang belum mencapai persentase 100%, sehingga supervisor melakukan evaluasi kepada para guru untuk meningkatkan aspek-aspek tersebut dengan langkah refleksi terhadap kegiatan evaluasi dan remedial yang dilaksanakan dalam MGMP.

scholarly journals School leadership capacity-building: developing country successful case studies

2020 ◽  
Vol 34 (10) ◽  
pp. 1615-1636
Author(s):  
Susanne Mary Owen ◽  
Toabwa Toaiauea ◽  
Tekonnang Timee ◽  
Tebetaio Harding ◽  
Taaruru Taoaba
Keyword(s):  
Instructional Leadership ◽  
Capacity Building ◽  
Case Studies ◽  
Developing Country ◽  
Success Factors ◽  
School Leader ◽  
Implementation Success ◽  
Teacher Capacity ◽  
Content Type ◽  
Teacher Capacity Building

PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;

scholarly journals PELATIHAN PENINGKATAN KAPASITAS GURU SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH SAYAP IBU BINTARO

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Penny Handayani ◽  
Pradita Sibagariang ◽  
Gabriella Irena Carissa ◽  
Jessica Paramitha ◽  
Weny Pandia Sembiring
Keyword(s):  
Special Needs ◽  
Capacity Building ◽  
Mixed Method ◽  
Behavior Management ◽  
Teaching Strategy ◽  
Group Discussion ◽  
Teacher Competence ◽  
Teacher Capacity ◽  
Special Schools ◽  
Teacher Capacity Building

Teachers have an important role in the running of educational activities in schools, both regular and special schools. The competence of teachers who teach will greatly determine the achievement of the learning goals given in the ongoing curriculum. With the limited human resources available in the area of children with special needs, there are times when teachers who teach do not have the minimum competence needed to make teaching and learning activities run smoothly, so learning targets become a challenge in itself. Teachers who teach in special schools should also have special competencies to be better prepared to handle and educate Students with Special Needs (SBK). This study used a mixed-method with a group discussion forum, interviews, and questionnaires to get a deeper picture of the competence of teachers at the Sayap Ibu Bintaro Foundation (YSIB). The results showed that there are internal and external factors that affect the competence of teachers at YSIB. Teacher knowledge and skills in behavior management, recognizing SBK characteristics, and communication with SBK still need further development. This results in the teacher's teaching strategy not optimal in their daily lives. Therefore, a form of intervention is needed to improve teacher competence, especially in behavior management, recognizing SBK characteristics, and communication skills with SBK. The intervention was carried out by training "Special Need Teacher Capacity Building". The results of the intervention show that training can improve teacher competence, especially in the cognitive and affective aspects, while the behavioral aspect is not maximal because the opportunity to practice the results of the training is still limited.ABSTRAK:Guru memiliki peran penting dalam berjalannya kegiatan pendidikan di sekolah, baik sekolah reguler maupun sekolah khusus. Kompetensi guru yang mengajar akan menentukan tercapainya tujuan pembelajaran yang diberikan dalam kurikulum yang berjalan. Dengan keterbatasan sumber daya manusia yang tersedia pada area anak berkebutuhan khusus, ada kalanya guru yang mengajar belum memiliki kompetensi minimal yang dibutuhkan guna menunjang kelancaran kegiatan belajar mengajar (KBM), sehingga target pembelajaran menjadi sebuah tantangan tersendiri. Guru yang mengajar di sekolah khusus pun sebaiknya memiliki kompetensi khusus agar siap untuk menangani dan mendidik Siswa Berkebutuhan Khusus (SBK). Penelitian ini menggunakan mixed method dengan forum group discussion, wawancara, dan kuesioner kepada 5 guru dan Kepala Sekolah untuk mendapatkan gambaran yang lebih mendalam terkait dengan kompetensi guru di Yayasan Sayap Ibu Bintaro (YSIB). Hasil penelitian menunjukkan bahwa terdapat faktor internal dan eksternal yang mempengaruhi kompetensi guru di YSIB. Pengetahuan dan keterampilan guru dalam manajemen perilaku, mengenali karakteristik SBK, dan komunikasi dengan SBK masih perlu dikembangkan lebih lanjut. Hal ini berakibat pada strategi mengajar guru belum optimal dalam kesehariannya. Oleh karena itu, diperlukan suatu bentuk intervensi untuk meningkatkan kompetensi guru, terutama dalam manajemen perilaku, mengenal karakteristik SBK, dan keterampilan komunikasi dengan SBK. Intervensi dilakukan dengan pelatihan “Special Need Teacher Capacity Building”. Hasil intervensi menunjukkan bahwa pelatihan dapat meningkatkan kompetensi guru, terutama pada aspek kognitif dan afektif, sedangkan pada aspek perilaku belum terlihat maksimal karena kesempatan untuk mempraktekkan hasil pelatihan masih terbatas

scholarly journals Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic

2021 ◽  
pp. 111-122
Author(s):  
Vidya Yeravdekar ◽  
Nidhi Piplani Kapur
Keyword(s):  
Secondary Schools ◽  
Capacity Building ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Teacher Capacity ◽  
Senior Secondary Schools ◽  
Urban And Rural Areas ◽  
K 12 ◽  
The University ◽  
Teacher Capacity Building

AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.

scholarly journals Digitalization of Critical Reflection with ATLAS.ti Software in Social Work Supervision

2021 ◽  
Vol 10 (3) ◽  
pp. 95
Author(s):  
Komalsingh Rambaree ◽  
Nessica Nässén
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Work Practice ◽  
Social Work Practice ◽  
Digital Tools ◽  
Fundamental Part ◽  
Technological Tool ◽  
Supporting Tool ◽  
Social Work Supervision

In this technology-driven era, the digitalization of social work practice is becoming almost mandatory in many countries, especially in Europe. Within this context, it is important to look at the possibilities and challenges for the digitalization of critical reflection, which is a fundamental part of social work practice. Using a conceptual and theoretical framework based on reflective practice, critical reflection, and experiential learning, this article aims to outline and discuss the use of ATLAS.ti software as a supporting tool in digitalizing critical reflection in social work supervision (SWS). For illustrative purposes, a case example of child welfare from Sweden is used. This article considers both the benefits and challenges of using ATLAS.ti as a technological tool for the digitalization of critical reflection in SWS. It concludes that social workers’ autonomy and wellbeing need to be at the center in deciding about the use of digital tools such as ATLAS.ti in SWS.

Reflective Practice Within Elite Consultancy: Diary Extracts and Further Discussion on a Personal and Elusive Process

2012 ◽  
Vol 26 (3) ◽  
pp. 454-469 ◽  
Author(s):  
Zoe Knowles ◽  
Jonathan Katz ◽  
David Gilbourne
Keyword(s):  
Social Science ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Personal Development ◽  
Critical Reflection ◽  
Elite Sport ◽  
Sporting Event ◽  
Critical Social Science ◽  
Shared Writing ◽  
Critical Social

This paper examines reflective practice by illustrating and commenting upon aspects of an elite sport psychology practitioner’s reflective processes. Extracts from a practitioner’s reflective diary, maintained during attendance at a major sporting event, focused upon issues that relate to on-going relationships and communication with fellow practitioners and athletes. Authors one and three offered subsequent comment on these accounts to facilitate movement toward critical reflection via an intrapersonal process creating considerations for the practitioners with regard to skills and personal development. These issues are discussed in relation to pragmatic topics such as “staged” and “layered” reflection encouraged by author collaboration and shared writing within the present paper. We argue these outcomes against more philosophical/opaque considerations such as the progression of critical reflection and critical social science.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

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