scholarly journals Beliefs of Student Teachers About Their Competencies for Inclusive Education in Slovenia and Serbia

2020 ◽  
Author(s):  
Sunčica Macura ◽  
◽  
Ivan Čuk ◽  
Mojca Peček ◽  
◽  
...  
Keyword(s):  
Student Teachers ◽  
Inclusive Education

Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers

2015 ◽  
Vol 14 (3) ◽  
pp. 270-293 ◽  
Author(s):  
David Scheer ◽  
Markus Scholz ◽  
Astrid Rank ◽  
Christian Donie
Keyword(s):  
Preservice Teachers ◽  
Special Needs ◽  
Student Teachers ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Inclusive Classroom ◽  
General Effect ◽  
Future Teachers ◽  
School Teachers ◽  
Case Examples

This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.

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.

Student-Teachers Reflecting on Student Diversity in Schools and Their Future Role as Teachers

2021 ◽  
pp. 413-428
Author(s):  
Hermína Gunnþórsdóttir
Keyword(s):  
Multicultural Education ◽  
Student Teachers ◽  
Inclusive Education ◽  
Education Programme ◽  
Student Diversity ◽  
Reading Material ◽  
Local Literature ◽  
Inclusive Schools ◽  
The University ◽  
Future Work

Icelandic society and schools are becoming more diverse than ever before and teachers need to be prepared and skilled to teach in multicultural and inclusive schools that account for student diversity. This article reports findings on how two groups of student-teachers see student diversity as an element in their future job as teachers in Icelandic schools. Data were gathered by reflective diaries through two terms in a mandatory course (fourth year/master) in the teacher education programme at the University of Akureyri in Iceland. The students reflected on the course reading material that was based on both international and local literature on inclusive education, bilingualism, multicultural education, social justice and democracy. The findings indicate that a majority of the student-teachers had not thought critically about how student diversity would affect their future work as teachers, but their ideas about their role as teachers show that they want and hope to be responsible for all students.

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.

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