Embracing Diversity and Inclusion in Indonesian Schools

Hata, Anna; Yuwono, Joko; Purwana, Ruwiyati; Nomura, Shinsaku

doi:10.1596/36533

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…In addition, some areas were obstacle-ridden with few special education teachers. Training general teachers was applied to being inclusive teachers, however, these trained teachers reported difficulties in educating children with disabilities (Hata et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

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Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

Sujarwanto,

Saroinsong,

Boonroungrut

et al. 2024

EUROPEAN J ED RES

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<p style="text-align:justify">During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.</p>

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Section: Discussionmentioning

confidence: 99%

“…Currently, no compulsory pre-service teacher training, only in-service available, is provided. Unfortunately, many teachers in rural areas have never been trained (Hata et al, 2021).…”

Section: The Present Studymentioning

confidence: 99%

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

Sujarwanto,

Saroinsong,

Boonroungrut

et al. 2024

EUROPEAN J ED RES

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“…For example, while a few students may also thrive in verbal tests Preservice teachers have to be mentored to be bendy in their method, permitting students to demonstrate their know-how in methods which might be significant within their cultural context. Promoting inclusive and equitable formative assessment practices is fundamental to mentoring preservice teachers in Indonesia (Akhyar, 2023;Hata et al, 2021). By embracing culturally responsive assessment strategies, teachers can gain knowledge of environments that honour and assist the various strengths, identities, and wishes of all students.…”

Section: Fostering Effective Teaching Practices: Integrating Formativ...mentioning

confidence: 99%

Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education

Prastikawati,

Adeoye,

Ryan

2024

IJOLAE

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The paper explores the implementation and effectiveness of formative assessment strategies to decorate the mastery of teaching competencies among preservice teachers in Indonesia. It specializes in the role of mentoring in guiding and helping preservice teachers efficiently make use of formative assessment practices to improve their instructional techniques and learner studying results. The study investigates the demanding situations and opportunities encountered in integrating formative assessment into the teacher education curriculum and offers guidelines for enhancing the mentorship system. The research method uses a systematic literature review incorporating the evaluation synthesis and guidance for mentors in enhancing the skills and knowledge of future educators in the context of formative assessment. The findings of the current study are exemplified through an analysis of the several facets of formative assessment and its advantages in enhancing teaching and students' acquisition of knowledge. The findings also offer precious insights for teachers, mentors, and policymakers seeking to elevate the best of teacher education packages and continuous professional improvement amongst preservice teachers by guiding them on the rigorous theories and procedures of formative assessment. This study provides a summary of the theoretical contributions and a step-by-step process for implementing formative assessment. It also discusses the implications of formative assessment for assessment education policies and practices in Indonesia.

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“…Additionally, principals delayed collaboration between inclusive and special schools, impaired by the absence of a standardized teacher training system and the weak capacity of local governments. The difficulties faced by teachers in assessing student learning in inclusive schools were compounded by insufficient support, inadequate assessment systems, and the absence of practical guidelines for inclusive assessments, further impeding the education of children with disabilities (Hata, Yuwono, Purwana, & Nomura, 2021).…”

Section: Ict Integration and Inclusivenessmentioning

confidence: 99%

Exploring the Integration of ICT in Promoting Inclusive Education: A Case Study of the College of Business and Economics at the University of Rwanda

Bibakumana,

Niyibizi

2024

JRIIE

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This research aimed to investigate the role of Information and Communication Technology (ICT) in fostering inclusive education within the College of Business and Economics at the University of Rwanda, focusing on the experiences, challenges, and outcomes associated with ICT integration. The study involved 210 undergraduate students in the faculty of business administration, with a targeted sample of 84 students selected through stratified random sampling. Employing a mixed methods design, qualitative data were gathered through in-depth interviews, employing thematic analysis to identify patterns and perspectives. Additionally, structured questionnaires were used for quantitative data collection, focusing on the extent of ICT integration, its influence on inclusive education, and perceived barriers. The findings revealed predominantly positive outcomes, including improved accessibility, enhanced student engagement, and the importance of teacher training. However, challenges such as addressing diverse learning styles, digital literacy, and ongoing adaptation were acknowledged. Recommendations included addressing digital literacy skills, infrastructure gaps, and monitoring to ensure equitable access and positive outcomes for all students, emphasizing the transformative influence of ICT on learning experiences while acknowledging the need for continuous efforts to overcome challenges and maximize inclusivity.

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Embracing Diversity and Inclusion in Indonesian Schools

Cited by 5 publications

References 3 publications

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

Special Education Teachers’ Perceived Work Stress, Burnout Symptoms, Towards Adoption of Transformational Teaching in Inclusive Schools: A Cross-Country Study Between Indonesia and Thailand

Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education

Exploring the Integration of ICT in Promoting Inclusive Education: A Case Study of the College of Business and Economics at the University of Rwanda

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