scholarly journals Preparing Teachers for Inclusive Classrooms: Introducing the Individual Direct Experience Approach

2014 ◽  
Vol 7 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jodi Peebles ◽  
Sal Mendaglio
Keyword(s):  
Preservice Teachers ◽  
Inclusive Education ◽  
Classroom Teacher ◽  
Practical Experience ◽  
Inclusive Classrooms ◽  
Teacher Education Programs ◽  
Direct Experience ◽  
The Individual ◽  
Preparedness To Teach

Inclusion is a contemporary educational movement impacting the role of the classroom teacher. As a result, teacher education programs have made attempts to incorporate inclusive education as part of their curricula. An analysis of the literature reveals that inclusion training has favorable effects on the attitudes of preservice teachers, but has little effect on their perceptions of preparedness to teach in inclusive classrooms. A common complaint is that the focus is heavily weighted on theory, as opposed to practical experience. To address such concerns, the authors recommend the Individual Direct Experience Approach (IDEA) as an innovative approach to preparing teachers for inclusive classrooms.

scholarly journals Preservice Teachers' Views of Inclusive Education: A Content Analysis

2011 ◽  
Vol 35 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Brian Hemmings ◽  
Stuart Woodcock
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Content Analysis ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Teacher Education Programs ◽  
Inclusive Practices ◽  
Education Programs ◽  
The University

AbstractSurvey-based research was conducted with preservice teachers, from a large regional Australian university, to explore their views about inclusion and their readiness to teach in inclusive classrooms. Open-ended questions were included in the survey to glean information on the respondents' feelings and concerns about inclusion and inclusive practices. In addition, questions were framed to allow the respondents to discuss ways that the university could better prepare them as practising teachers. The responses to each of these questions were content analysed to delineate categories, and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made of the views expressed by the respondents before they experienced an inclusive education subject and a related practicum with those expressed after. The implications of the results for teacher education programs are considered.

Acquisition versus greenfield in Colombia: Reviewing the effect of cultural distance and vicarious experience

2022 ◽  
pp. 147059582110644
Author(s):  
Mario Martínez-Avella ◽  
Ángela Alarcón-León ◽  
Giovanni Hernández-Salazar
Keyword(s):  
Cultural Distance ◽  
Cultural Dimensions ◽  
Vicarious Experience ◽  
Entry Modes ◽  
Direct Experience ◽  
Research Attention ◽  
Foreign Companies ◽  
Foreign Countries ◽  
The Individual

The relation between the cultural distance and the firm’s entry modes to foreign countries has received considerable research attention, and studies have shown the role of experience in this relation. However, previous research has only studied direct experience and neglected the study of vicarious experience. Using a sample of 355 foreign companies that entered Colombia (2007–2017), this research reviews the effect of cultural distance on entry mode choice (e.g., Acquisition vs. Greenfield) and examines the moderating role of vicarious experience in this relationship. The study concludes that the cultural distance positively affects the entry probability by acquisition, and the vicarious experience negatively affects this relationship in four cultural dimensions. If firms have vicarious experience, the effect of cultural distance on the acquisition probability is less and positively influences the entry probability by Greenfield when the cultural distance is in power distance, uncertainty avoidance, individualism, and long-term orientation. Nevertheless, vicarious experience has the opposite effect when considering the masculinity dimension. Consequently, we highlight the importance of considering vicarious experience as a different variable of direct experience and the individual effects of cultural distance dimensions for cross-cultural studies in management.

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.

scholarly journals THE STRUCTURE OF SPACE: CUBISM AND MODERNISM. FIGURES AND ICONS IN JOSEF GOČÁR’S WORK

2017 ◽  
Vol 41 (1) ◽  
pp. 9-21
Author(s):  
Domenico Giuseppe CHIZZONITI
Keyword(s):  
Architectural Design ◽  
Close Association ◽  
Fine Arts ◽  
Practical Experience ◽  
Design Work ◽  
Time Period ◽  
The Individual ◽  
The City

This research paper relates to a number of works by Josef Gočár, a Bohemian architect who was active in a time period between “Cubist” vanguardism and “Rationalist” modernism. The theme regards the search for a general method which evaluates the key elements of the structure of space in architectural design. The main asset of architectural composition has traditionally been the close association between the syntactic order of the elements and a semantic perception of space. The aim of this essay is to explore the relation between the role of the experimental design regarding the multiple and changeable architectural experience and the creative process of architectural work. The methodological experience hereby demonstrated refers to a specific case study that belongs to the scientific research carried out by Gočár and his researchers’ group at the Prague Fine Arts Academy (AVU). His work is hereby re-interpreted in an effort to explore the experiential contribution to the architectural design discipline, and the figurative aspect, by reexamining various characteristics of his practical experience as an architect involved in the civic priorities of the city, from the scale of urban settlement to the individual design work.

scholarly journals The Role of Speech Pathologist in Inclusive Education of Children with Autism Spectrum Disorder

2016 ◽  
Vol 21 (3) ◽  
pp. 105-110
Author(s):  
E.L. Tsyrulnikova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Children With Autism ◽  
Practical Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Concepts ◽  
Group Lessons ◽  
Speech Pathologist

This paper outlines the author’s practical experience in inclusion of children with autism spectrum disorder in a general educational setting, that is, in a group of normally developing peers participating in group lessons aimed at forming basic mathematical concepts. The author hopes that this material might be useful to teachers of kindergartens and schools who are providing education to children with ASD and including them in regular groups and classes.

scholarly journals Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

2020 ◽  
Vol 12 (24) ◽  
pp. 10354
Author(s):  
Mutlu Uygur ◽  
Burak Ayçiçek ◽  
Hikmet Doğrul ◽  
Tuğba Yanpar Yelken
Keyword(s):  
Educational Leadership ◽  
Inclusive Education ◽  
Structured Interview ◽  
Faculty Members ◽  
Teacher Education Programs ◽  
Administrative Staff ◽  
Leadership Roles ◽  
Positive Effects ◽  
Integration Of Technology

This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.

scholarly journals Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy

2017 ◽  
Vol 33 (3) ◽  
pp. 201-222 ◽  
Author(s):  
Deborah O. Dada ◽  
Chris Eames ◽  
Nigel Calder
Keyword(s):  
Preservice Teachers ◽  
New Zealand ◽  
Environmental Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
Teacher Education Programs ◽  
The Impact ◽  
Preparedness To Teach

AbstractOne of the goals of environmental education is the development of environmental literacy. The development of environmental literacy for preservice teachers is critical if they are to be confident and competent to deliver environmental education in schools. Little is known about the impact of environmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the preservice teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their confidence to teach environmental education significantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affective dispositions were observed upon completing the environmental education paper. Implications of findings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

Bridging the Gaps Between Theory and Practice of Inclusive Teacher Education

2020 ◽  
Author(s):  
Umesh Sharma ◽  
Jahirul Mullick
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Critical Factor ◽  
Inclusive Classrooms ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Successful Implementation ◽  
Teacher Readiness ◽  
Change Framework

Successful implementation of inclusive education reforms in any country depends on several factors. One critical factor is adequate preparation of pre-service teachers. We cannot expect our schools to be inclusive if teachers are not adequately prepared to teach in inclusive classrooms. There are some key challenges that most teacher education programs face, including lack of appropriate inclusive professional placement settings, lack of collaboration between universities and schools, lack of connection between curriculum content and placement activities, and lack of appropriate evaluation tools to measure teacher readiness to teach in inclusive classrooms. We need new ways to address the issues faced by teacher educators to ensure that the persistent gaps between theory and practice can be met. In this regard, a new framework entitled CHANGE (Collaboration, Hands-on activities, Assessment of readiness, Networking, Greater contact with learners with diversities, and Effective coaching) was developed to address the challenges and substantially fill in the gaps between the theory and practice of inclusion. The CHANGE framework guides teacher educators to focus on six different aspects of enhancing teacher readiness for inclusion. The application of the framework is not dependent on extensive resources, but it does require rethinking the way teacher education curriculum is developed and delivered. The framework can be applied in any country context and is likely to appeal to teacher educators who are looking for better ways to prepare confident and skilled inclusive educators.

scholarly journals A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education

2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Susanne Miesera ◽  
Laura Sokal ◽  
Nicole Kimmelmann
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Teacher Education Programs ◽  
Successful Implementation ◽  
Education Programs ◽  
Inclusive Teaching ◽  
Cross National

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim of improving inclusion in schools. Previous studies have shown the importance of latent characteristics of prospective teachers for the successful implementation of inclusion in schools and have pointed to the role of inclusion-oriented teacher education in developing these teacher characteristics. To measure potential changes in attitudes, intentions, concerns, and self‑efficacy, 132 student teachers from Germany and Canada were surveyed before and after a course about inclusive education. Internationally validated scales were used: Attitudes towards Inclusion Scale (AIS), Intention to Teach in Inclusive Classroom Scale (ITICS), Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices scale (TEIP). The results of the German and Canadian groups differed: while significant changes in self-efficacy occurred between the first and second measurement points in both countries, the outcome for other factors varied. Significant changes in intentions to use inclusive teaching practices were found in Canada but not in Germany. The results are discussed in the context of the role of teacher-education programs in fostering inclusive teaching practices.

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