Future Directions for Inclusive Teacher Education

Tait, Kathleen; Mundia, Lawrence

doi:10.4324/9780203113585

Cited by 86 publications

(28 citation statements)

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“…The major significant differences were by gender (see Table 4), country (Table 5), and respondents' educational level (Table 6). It is hoped that the ongoing teacher education reforms in both Brunei Darussalam and Hong King -SAR documented in the relevant literature for previous studies (see Mundia, 2009;Mundia, 2010b;Mundia, 2012a;Mundia, 2012b;Forlin, 2012;Tait & Mundia, 2012) will address these issues to narrow the differences or gaps. In addition, this also implies that teacher education programs in the two institutions (Brunei and Hong Kong-SAR) need to design and implement training programs that can boost self-efficacy in implementing inclusive education practices in all categories of student teachers.…”

Section: Discussionmentioning

confidence: 99%

“…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).…”

Section: Introductionmentioning

confidence: 99%

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

Tait¹,

Mundia²

2013

ASS

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The survey compared the scores of 159 (118 females) randomly selected Brunei and Hong Kong (Special Administrative Region) student teachers on the New General Self-efficacy Scale (NGSS); Self-efficacy in Implementing Inclusive Practices Scale (SIIPS); Sentiments, Attitudes and Concerns about Inclusive Education Scale (SACIES); and Inclusive Classroom Setting Scale (ICSS). The scales were reliable and valid for use with participants in both countries. Females scored significantly higher on NGSS than male counterparts. In addition, Brunei participants scored significantly higher on NGSS and SACIES than Hong Kong peers. Furthermore, the samples' scores differed significantly on NGSS and SACIES by participants' educational level with A-Level trainees scoring highest. Moreover, the majority of the participants generally scored high on all the scales. However, Two-Way ANOVA revealed only one independent variable (ICSS) with a significant main effect on SIIPS, the dependent variable. Also only one lower-order interaction variable (gender and educational level) had a significant joint effect on the dependent variable, SIIPS. Overall, the results indicate a need to increase self-efficacy in males and Hong Kong students. Extra attention and interventions ought to be directed to SACIES and ICSS variables. Mixed-methods research was recommended to gain more comprehensive insights.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Tait¹,

Mundia²

2013

ASS

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“…Aun cuando hay un número limitado de investigaciones acerca de modelos de formación de profesores para la inclusión, de modo de asegurar la efectividad de uno u otro modelo (Forlin, 2012), es fundamental que independientemente del enfoque que se adopte, el énfasis de la formación inicial docente se centre en el desarrollo de asignaturas que impacten en la forma de pensar y actuar de los futuros profesores hacia la construcción de una escuela para todos (European Agency for Development in Special Needs Education, 2011).…”

Section: Conclusionesunclassified

Formación inicial docente para la Educación Inclusiva. Análisis de tres programas chilenos de pedagogía en Educación Básica que incorporan la perspectiva de la educación inclusiva

Martín¹,

Villalobos²,

Muñoz³

et al. 2017

Calidad en la educación

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RESUMENEl presente artículo indaga en la importancia de la educación inclusiva en la formación inicial docente en tres programas de Pedagogía en Educación Básica del sistema de educación superior chileno, que incorporan elementos de la educación inclusiva en sus descripciones y perfiles de egreso. Específicamente, la investigación busca conocer cómo se entiende la educación inclusiva en el diseño curricular de estos programas y de qué manera estos incluyen esta dimensión dentro de los procesos formativos que llevan a cabo. A través de una metodología de métodos mixtos, se realiza un análisis de los perfiles de egreso y de las mallas curriculares de cada programa, que se contrastan con los discursos de actores clave de cada uno de ellos. Los resultados muestran que la mayoría desarrolla una aproximación hacia la educación inclusiva basada en el discurso por sobre la implementación de prácticas pedagógicas concretas y en una incorporación parcializada y específica en algunas asignaturas. Adicionalmente, no existen altos niveles de coherencia interna respecto de qué se entiende por educación inclusiva y cómo esta se debe desarrollar para la formación inicial del profesorado en los programas analizados.Palabras clave: Chile, educación inclusiva, formación inicial docente, métodos mixtos.

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“…Therefore, inclusive education to represent an entire school concern and attempts to adjust specialized curriculum to general education in a way that most adequately and proficiently bestows quality training to all pupils". The issue of value has been a note-worthy drive globally, supporting the development towards a more inclusive education framework and the path in which consideration is characterized (Forlin, 2012).It is also possible that the lack of a tight conceptual focus that inclusive education suffer from may have contributed to the misconception and confused practices (Berlach& Chambers, 2011).Scholars, practitioners, governments, and organizations such as UNESCO and UNICEF have also provided conceptualizations and definitions of inclusive education.…”

Section: Inclusion: Indefinable Constructsmentioning

confidence: 99%

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

Ozel¹

2017

International Conference on Education

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Interventions for autism are increasing being held to standards such as ‗evidence-based practice' in psychology and ‗scientifically-based re-search' in education. At the factor when these ideas rose with regards to psychotherapy and regular education, they brought on substantial debate. Evidence-based practices (EBPs) are the premise on which educators and other specialist coops are required to outline educational programs for students with autism spectrum disorders (ASD). Inclusive education as a late modernity reform project is exemplified in the call for ‗Education for All'. Despite the simplicity of its message, inclusion is highly debatable. General education teachers have differing views about the inclusion of students with ASD in mainstream class-rooms. However, the type and severity of the Autistic children's affect teachers' willingness to accommodate certain students and their confidence that they will effectively manage their classrooms. The Implementation science guides the movement of innovations, such as transforming evidence-based practices for students with ASD into regular practices at school. This article is presented as an inclusive educational model to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. Further, it is proposed that the ASD community align with the greater inclusive education reform movement.

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Future Directions for Inclusive Teacher Education

Cited by 86 publications

References 0 publications

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

Formación inicial docente para la Educación Inclusiva. Análisis de tres programas chilenos de pedagogía en Educación Básica que incorporan la perspectiva de la educación inclusiva

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

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