Inclusive Schools - Inclusive Teachers? How much special needs preparation does a pre-service teacher need to teach successfully in an inclusive school system?

Steinbeck, Katharina

doi:10.1007/978-3-658-14463-0_7

Cited by 1 publication

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“…Universities can create relevant programs and provide support. so that the STs achieve success as prospective inclusive teachers in IESs while they gain new experiences (Sharma, 2018;Steinbeck, 2016;Dewsbury & Brame, 2019). For IESs, the input given by class teachers to STs during internships will improve the contents of lectures at universities (Sindelar et al, 2014;Hornby, 2014).…”

Section: It Is Important Because It Can Improve the St's Experience In Dealing With Students (St 4)mentioning

confidence: 99%

Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

Rasmitadila

Humaira

Rachmadtullah

et al. 2021

IJLTER

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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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Section: It Is Important Because It Can Improve the St's Experience In Dealing With Students (St 4)mentioning

confidence: 99%

Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

Rasmitadila

Humaira

Rachmadtullah

et al. 2021

IJLTER

View full text Add to dashboard Cite

show abstract

Inclusive Schools - Inclusive Teachers? How much special needs preparation does a pre-service teacher need to teach successfully in an inclusive school system?

Cited by 1 publication

References 0 publications

Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

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