scholarly journals Suggestions for a Teacher Training Program for Inclusive Education in a Japanese University

2013 ◽  
Vol 04 (08) ◽  
pp. 509-513 ◽  
Author(s):  
Junichi Takahashi
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Inclusive Education ◽  
Japanese University ◽  
Teacher Training Program

The Subjective Norm and Attitudes of Preservice Teachers Toward Pupils With a Disability: An Experiment Based on the Cognitive Dissonance Theory

2020 ◽  
pp. 1-13
Author(s):  
Elke Emmers ◽  
Dieter Baeyens ◽  
Katja Petry
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Training Program ◽  
Cognitive Dissonance ◽  
Inclusive Education ◽  
Role Models ◽  
Teacher Educators ◽  
Subjective Norm ◽  
Experimental Conditions ◽  
Teacher Training Program

Abstract Both the attitude of the preservice teacher and the subjective norm in the teacher-training program play a crucial role in the process towards inclusive education (Donnelly & Watkins, 2011). However, little research has been done on influencing the attitudes of preservice teachers via the subjective norm. Two studies were carried out using a pre- and post-test with students of the teacher-training program (N = 24, N = 34) who were divided into 2 experimental conditions in which the subjective norm was manipulated in the form of positive or negative discourse towards pupils with disabilities. Attitudes were assessed by the Chedoke-McMaster Attitudes Towards Children With Disabilities (CATCH) Scale (Rosenbaum, Armstrong, & King, 1986). Results show that we can cautiously assume that the subjective norm has an influence on the attitudes of the preservice teachers and that cognitive dissonance was experienced in which preservice teachers changed their own attitudes as a function of the subjective norm. The results of this study are therefore a plea for teacher education programs to not only focus on strong inclusive curricula but also pay sufficient attention to the inclusive mindset of teacher educators as role models for preservice teachers.

Teacher education in cooperative learning and its influence on inclusive education

2020 ◽  
Vol 23 (3) ◽  
pp. 277-290
Author(s):  
Yolanda Muñoz-Martínez ◽  
Carlos Monge-López ◽  
Juan Carlos Torrego Seijo
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Cooperative Learning ◽  
Training Program ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Positive Influence ◽  
Teacher Training Program ◽  
Depth Interviews

This article presents the study of the perception of teachers and principals participating in a teacher training program about cooperative learning with the focus on the transformation of teaching practices for inclusive education. The aim is to analyze the effect of a teacher training program on teaching practices and school transformation. We carried out an exploratory case study involving eight public schools of the Community of Madrid. Twenty-nine teachers (including principals) and two counselors agreed to participate. The process involved discussion groups, in-depth interviews, questionnaires about the training received, and analysis of documents (reports, stories, and projects). The results found that there is a positive influence on how students live together, their learning, emotional intelligence, and social relationships.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

Sign in / Sign up

Export Citation Format

Share Document