Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey

Tuncay, Ayşegül Avşar; Kizilaslan, Aydın

doi:10.1080/08856257.2021.1873524

Cited by 22 publications

(22 citation statements)

References 31 publications

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“…However, considering Mondragón-Barrera’s specified values [ 40 ], a mean inverse correlation (r = −14) was found between Dimension 1 and the age variable. The results in this dimension are in line with other studies on the Conception of Diversity [ 41 , 42 , 43 ], suggesting that teachers showed a willingness to work inclusively in classrooms [ 44 ]. In Dimension (2) Methodology, the median score was 3 points, with no significant differences between the sexes.…”

Section: Discussionsupporting

confidence: 89%

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Triviño-Amigo

Barrios-Fernández

Mañanas-Iglesias

et al. 2022

IJERPH

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Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.

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Section: Discussionsupporting

confidence: 89%

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Triviño-Amigo

Barrios-Fernández

Mañanas-Iglesias

et al. 2022

IJERPH

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“…In this respect, authors such as Benavides-Lara [ 29 ] or Duk and Loren [ 30 ] consider it necessary to review the curriculum and make adjustments to avoid inequalities. The results of this dimension are in line with other studies about educational diversity conception [ 4 , 26 , 31 , 32 ], suggesting that current and future teachers show positive attitudes towards educational inclusion. As González-Rojas and Triana-Fierro [ 33 ] pointed out, teachers play an important role in inclusion, and therefore their attitude is crucial to success in this process.…”

Section: Discussionsupporting

confidence: 89%

A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

Rojo-Ramos

Manzano-Redondo

Barrios-Fernández

et al. 2021

IJERPH

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Attention to educational diversity in educational centers has become an important topic, so it is necessary to address challenges to offer an individualized educational response. Thus, specialist teachers must adopt a leading role in order that education systems move towards inclusion. The objective of this study is to measure Spanish primary school teachers’ perceptions about their preparation for inclusive education, considering possible differences between specialist teachers (therapeutic pedagogy and hearing and speech) and non-specialist teachers. The sample was made up of 284 teachers who work in the primary education stage in public Spanish schools, who responded to the Questionnaire for the Evaluation of Teacher Preparation for Inclusion (CEFI-R). Significant differences were found according to the specialism of the participants. It can be concluded that teachers consider their initial preparation in this subject insufficient but show positive conception towards educational inclusion.

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“…A. Tuncay, A. Kizilaslan noted that future pre-school teachers need more possibilities and practice of working with students with SEN during their school practice. Also, they showed that pre-school teachers should have a practice and self-confidence along with knowledge about law and policy about inclusion [11].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ readiness to use ICT in the conditions of inclusive education

et al. 2021

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This article focuses on the formation of future pre-school teachers’ readiness to use the information and communication technologies (ICT) in the conditions of inclusive education and their training at universities. Authors justify the necessary of formation students’ capability in modern ICT area. In the article, using of the ICT in the conditions of inclusive education for the eldest pre-school children is identified based on the theoretical analysis of scientific literature. The article shows survey results about identifying the main reasons of the obstacles of implemention ICTs in the educational process of pre-school organizations in the Republic of Kazakhstan. The structural and content model “Formation students’ professional competence of ICT using in inclusive environment” was presented. This article was written under project number АР0805340 “The development of a computer-educational program “Аlemdy Tanu” for the adaptation of pre-school children to school in the conditions of inclusive education” supported by National Scientific Council.

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Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey

Cited by 22 publications

References 31 publications

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion

Teachers’ readiness to use ICT in the conditions of inclusive education

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