A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyone’s Children

Grant, Carl A.; Gillette, Maureen D.

doi:10.1177/0022487105285894

Cited by 97 publications

(61 citation statements)

References 3 publications

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“…Teachers need to implement effectively the strategies they learned and be fully committed to the reform [16]. Teachers need information and strategies to maintain their commitment.…”

Section: Introductionmentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

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Abstract-Perception of teacher has been supported by recent research which influences their behavior towards acceptance of students with special learning needs. This study examines the psychometric properties of a newly constructed measure on teacher perception towards inclusive education. The study comprised 355 teachers (mostly females; majority age group: 26 to 45) from three progressive teacher training courses (basic, advanced, and thematic), which cater to different educational needs. The participants were required to complete the questionnaire on their perception towards educational inclusion. Data were analyzed using both classic test theory (CTT) and item response theory (IRT). Three domains (attitude, concern, and commitment) of perception were identified and tested in the context of Hong Kong. The analysis showed these domains had strong construct validity (GFI=.986; CFI=.941; RMSEA=.0578), internal consistency (Cronbach's alpha=.529-.761), and good fit to the Rasch model among items (Infit/outfit=.80-1.27). The current findings support the view that administration of the recent scale provided better understanding of teachers' perception on inclusive setting, and improved guidance for better program development on teacher training.Index Terms-Teacher perception, inclusive education, PTIE, item calibration, scale validation. I. INTRODUCTIONThe philosophy of educational values of equity and social justice makes the entitlement of all children to quality education, regardless of differences, an important notion for the implementation of inclusive education [1], [2]. However, several teachers have reservations for the inclusion of students with special educational needs in ordinary classrooms. The reservation could have been the result of the worries of teachers concerning their insufficient professional preparation to deal with students with special educational needs. Prior studies proved that involvement in strategic professional development helps teachers increase their understanding of learning barriers and changes their negative perspectives on students with special educational needs [3]. Professional development programs help teachers develop attitudes, strategies, and capacities to work with others, which in turn allow them to facilitate students regardless of their disabilities in the inclusion setting [4], [5]. According to Burrello and Wright (1993), targeted professional development activities focused around inclusion increases staff efficacy and attitudes in the areas of team collaboration, cooperative learning, joint ownership, student integration, effective teaching practices, and development of teaching skills in adapting and modifying the curriculum to meet the needs of all students [6]. However, limited studies have been conducted to prove the effectiveness of professional development programs on the influential function on the attitudes, concern, and commitment of teachers, especially in the Chinese schools. One of the major reasons for the lack of studies is the limited number of psycho...

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“…Teachers need to implement effectively the strategies they learned and be fully committed to the reform [16]. Teachers need information and strategies to maintain their commitment.…”

Section: Introductionmentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

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“…These include: (1) promoting a mind/body connection,(2) conducting artful facilitation that promotes critical thinking, (3) engaging in explicit discussions of power, privilege, and oppression, (4) maintaining compassion for students, (5) believing that change toward social justice is possible, (6) exercising self-care, and (7) building critical communities (p. 276). Grant and Gillette (2006) also claim that there is a number of knowledge bases necessary for effective, socially just teaching. They suggest that teachers need to be culturally responsive in the classroom, to know themselves and be open to change, to hold a well-developed philosophy of education and to have substantial pedagogical skills and knowledge.…”

Section: Defining Sustainability Justicementioning

confidence: 99%

Ανάπτυξη, Επικύρωση Και Έλεγχος Της Αξιοπιστίας Ενός Εργαλείου Αειφορικής/Βιώσιμης Δικαιοσύνης Για Το Μετασχηματισμό Των Αναλυτικών Προγραμμάτων, Της Μάθησης Και Της Διδασκαλίας

Makrakis¹

2017

ICODL

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This paper deals with the development, validation and reliability testing of a sustainability justice construct. The sustainability justice construct and its contextualization in teaching, learning and curriculum was tested empirically for their reliability with the participation of 258 pre-service teachers in the Department of Education at the University of Crete. The Cronbach alpha reliability analysis revealed that the items measuring these two constructs are valid and reliable (a= 0.81 and a=0.81, respectively). It is emphasized that an instrument that measures sustainability justice issues, in general and, in particular, as it applies to teaching, learning and curriculum, could act as a starting point for increasing teachers and learners' sensitivity on sustainability issues, thereby acting as a catalyst for transforming unsustainable practices. Keywords: Sustainability justice, teacher education, reliability analysisΠερίληψη Η παρούσα εργασία ασχολείται με την ανάπτυξη, την επικύρωση και τον έλεγχο αξιοπιστίας ενός εργαλείου αειφορικής/βιώσιμης δικαιοσύνης. Το εργαλείο αυτό δοκιμάστηκε εμπειρικά με τη συμμετοχή 258 φοιτητών του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης στο Πανεπιστήμιο Κρήτης. Η ανάλυση αξιοπιστίας Cronbach α αποκάλυψε ότι τα στοιχεία που μετρούν τις δύο κλίμακες που συνιστούν την αειφορική/βιώσιμη δικαιοσύνη είναι έγκυρα και αξιόπιστα (α = 0,81 και a = 0,81 αντίστοιχα). Τονίζεται ότι ένα εργαλείο που μετρά ζητήματα αειφορικής/βιώσιμης δικαιοσύνης, εν γένει και ειδικότερα, για τη διδασκαλία, τη μάθηση και το πρόγραμμα σπουδών, θα μπορούσε να αποτελέσει σημείο εκκίνησης για την αύξηση της ευαισθησίας εκπαιδευτικών και μαθητών σε ζητήματα αειφορίας/βιωσιμότητας, ώστε να αποτελέσει καταλύτη για το μετασχηματισμό μη βιώσιμων συμπεριφορών και πρακτικών.

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“…Since perceptions of social justice are affected by personal traits, social and cultural settings, and working conditions (Grant & Gillette, 2006), we used maximum variation sampling to recruit teachers for our study. We selected teachers according to their professional experience, the socio-economic status of the students they teach, their awareness of social justice, their philosophy of life, and their educational background.…”

Section: Participantsmentioning

confidence: 99%

Social Studies Teachers’ Perceptions and Experiences of Social Justice

Bursa¹,

Ersoy²

2016

EJER

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Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy.Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice.Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by following an inductive approach.

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A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyone’s Children

Cited by 97 publications

References 3 publications

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Social Studies Teachers’ Perceptions and Experiences of Social Justice

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