Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education

A Comparison of Brunei and Hong Kong - SAR Student Teachers’ Self-efficacy in Implementing Inclusive Education Practices: Implications for Teacher Education

“…For example, two of the scales (NGSS and SIIPS) had negative coefficients of skewness while the other two (SACIES and ICSS) had large median scores. These positive attitudes are consistent with findings in Haq and Mundia's (2012) study in which trainee teachers were observed to have positive attitudes toward students with mild-to-moderate disabilities but whose attitudes to learners with severe disabilities and high support needs were questionable. This finding suggests that teacher education programs in both instituitons (Brunei and Hong Kong-SAR) need to assist student teachers to increase their self-efficacy (both general and specific) in implementing inclusive education practices.…”

“…Although inclusive education has been operational for some time now in both Brunei and Hong Kong -Special Administrative Region of China (HK-SAR), there are still concerns about preparing effective teachers to meet its challenges (Bradshaw & Mundia, 2006;Forlin, 2012;Tait & Mundia, 2012). In Brunei, earlier research showed that more needed to be done to expose trainee teachers to the concept of disability and how this could be handled in classroom environments (Bradshaw & Mundia, 2005;Haq & Mundia, 2012). Mundia (2009) further proposed that school counselors could be used as resource persons to enhance the capabilities of regular teachers under the ongoing implementation of inclusive education in Brunei Darussalam.…”

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

“…Although the implementation of inclusive education was partly intended to address the problems of this category of learners, much still remains to be done to help improve the teachers' skills and self-efficacy in dealing with learners with high support needs (see Mundia, 2009;Tait & Mundia, 2014). For instance, there is need to increase teachers' awareness and sensitization about helping learners with high support needs (Haq & Mundia, 2012). It is important for teachers as well to assist in molding the correct conceptions of learning held by students from the early stages in their schooling so that meaningful learning can be achieved (Jaidin, 2009).…”

A Comparison of Learning Styles and Study Strategies Scores of Brunei Secondary School Students by Test Anxiety, Success Attributions, and Failure Attributions: Implications for Teaching At-risk and Vulnerable Students

“…Coupled with this, in an educational system where student evaluations are frequent, it is quite possible that the assessments may produce a lot of tension, anxiety and stress in students. Recent past research efforts to know more about secondary students' mathematics problems have focused on a wide-range of issues other than test anxiety (that touch on mathematics in one way or the other) including the preparation of teachers to meet the challenges of inclusive education (Tait & Mundia, 2012); comparison of Brunei pre-service student teachers' attitudes to inclusive education and specific disabilities (Haq & Mundia, 2012); policy changes in Brunei teacher education (Mundia, 2012a); assessment of mathematics learning difficulties (Mundia, 2012b); overall improvement of university education including teacher programs (Mundia, 2012c); problems in learning mathematics (Mundia, 2010a); implementation of SPN21 curriculum (Mundia, 2010b); and implementation of inclusive education (Mundia, 2009). These studies have addressed a wide range of issues and problems related to teaching and learning in Brunei educational institutions.…”