Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cretu, Daniela Maria; Morândău, Felicia

doi:10.3390/su12124923

Cited by 42 publications

(46 citation statements)

References 57 publications

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“…In addition, mainstream teachers (from primary and secondary stages) assume a lack of knowledge [26,50,51] and misconceptions [28,52] about educating students with special needs. They do not feel competent nor confident when teaching students with ASD [26,50,53]. It is probably because of the lack of specialization [26].…”

Section: Teachers' Knowledge Of Asd and Specializationmentioning

confidence: 99%

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Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.

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Section: Teachers' Knowledge Of Asd and Specializationmentioning

confidence: 99%

“…Second, it is also essential not to study ASD knowledge in isolation, but in relation to other relevant variables such as self-efficacy or attitudes towards inclusion. These variables are correlated [53] and it is necessary to continue researching to better understand their relationship.…”

Section: Future Researchmentioning

confidence: 99%

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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“…When the releated literature for biblometric research is examined, it is seen that many researchers Xiyang, 2020;Ali & Aboelmaged, 2020;Sökmen & Nalçacı, 2020;Torrana & Ibrayeva, 2020;Ha et al, 2020;Grosseck et al, 2020;Göksu, 2020;Huang et al, 2020;Cretu & Morandau, 2020;Sönmez, 2020;Segura-Robles et al, 2020;Bozdoğan, 2020;Karagöz & Şeref, 2020;Batur & Özcan, 2020;Özteke Kozan, 2020;Sönmez & Bozdoğan, 2020;Gülmez, Özteke & Gümüş, 2020;Şeref & Karagöz, 2019) have made bibliometric analysis in education with the help of VOSviewer visualising program in the last couple of years.…”

Section: Discussionmentioning

confidence: 99%

A Bibliometric Analysis of Articles on Text Simplification: Sample of Scopus Database

Özcan

Batur

2021

IJELS

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Literacy is a term generally used for adults and young people. Basically, it is an acquisition that includes the process of reading, writing and understanding symbols in any language. While this concept, whose definition and scope has expanded over time, refers to people who can only say their names in the past, today it refers to individuals who can perform more functional skills. What is expected from today’s literacy, which is also referred to as functional literacy, is not just saying the name, but also understanding what you read and harmonizing these information with the environment. It is critical to create texts that are easier to interpret, especially for poor readers and individuals learning foreign languages, in today’s world where reading comprehension and correct use of information have become extremely important. In this context, the text simplification method, which is one of the text modification methods, comes to the fore. In accordance with these information, this current study aims to presents the bibliometric analysis of articles on text simplification, which are published in journals indexed in Scopus database in the field of social sciences. The data set of the study consists of 194 articles on text simplification published in journals scanned in the field of social sciences and scopus database. These 194 articles were examined in terms of different variables. The research is generally a descriptive study and document analysis method was used as a method. In the data analysis stage of the research, VOSviewer visualization software version 1.6.16 was used. According to the results obtained from the study, the most articles on text simplification were written in 2020 (f: 21), most cited article is “Interpretation as Abduction” (f: 363) written by J.R Hobbs, M.E Stickel, D.E. Appelt and P. Martin. Findings obtained from the research were shared in the form of tables, graphs and figures. The most common keywords that preffered by authors is “Simplification” (f: 18). The most cited institution is “Artifical Intelligence Center” (f: 363). The most cited journal is “Artifical Intelligence” (f: 363). The most published country is United States of America (f: 30). The most cited country is United States of America (f: 863). All findings obtained from the research were shared as tables and figures in the findings section.

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“…In this regard, HEIs have the daunting task accommodate and integrate social and cultural diversities, to ensure that thoughtful cultural approaches are embedded in their practices and to monitor and improve such practices in this respect (Feldman et al, 2018). Despite the afore-mentioned challenges, HEIs should play a strategic part in constructing a more sustainable and inclusive learning and teaching environment so that students (and preservice teachers in particular) are well prepared to appreciate and embrace diversity, grow inclusive learning settings and address several forms of segregation or relegation in scholastic settings (Cretu & Morandau, 2020).…”

Section: Teaching Students With Diverse Backgroundsmentioning

confidence: 99%

Enabling Transformative Inclusive Learning Pedagogies of Preservice Teachers in Multicultural Higher Learning Contexts

Palmer¹,

Kgothule²,

Alexander³

et al. 2021

Education and New Developments 2021

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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.

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Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cited by 42 publications

References 57 publications

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

A Bibliometric Analysis of Articles on Text Simplification: Sample of Scopus Database

Enabling Transformative Inclusive Learning Pedagogies of Preservice Teachers in Multicultural Higher Learning Contexts

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