Preparing teachers for inclusion in Mexico: how effective is this process?

Contreras, Silvia Romero; Cedillo, Ismael García; Forlin, Chris; Lomelí-Hernández, Karla Abril

doi:10.1080/02607476.2013.836340

Cited by 30 publications

(15 citation statements)

References 16 publications

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“…When pre-service teachers observe inservice teachers' teaching skills, their self-efficacy levels towards inclusive practices tend to increase (Loreman et al, 2013). Significant interactions and being in the final two years of study can also influence an increase in self-efficacy for pre-service teachers (Romero-Countreras, Garcia-Cedillo, Forlin and Lomeli-Hernandez, 2013). For this reason, in order to increase the perception of teachers' self-efficacy towards inclusive practices, it is necessary to increase the amount of time that teachers spend with their special needs students.…”

Section: Discussion Of Pre-service Teachers' Perception Of Self-efficacy Rely On Sub-scales Regarding Inclusive Practicesmentioning

confidence: 99%

The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review

Tümkaya¹,

Miller

2020

İlköğretim Online

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This study fundamental purpose is to explore pre and in-service teachers' perceptions of selfefficacy regarding inclusive practices, as assessed through employing the TEIP (Teacher Efficacy for Inclusive Practices) scale. This study was conducted by means of a systematised review. As pre-and inservice teachers' self-efficacy can influence the quality of inclusive education, the researcher investigated studies that have addressed this issue in-depth. Eight databases were searched during this study, and 24 peer reviewed articles in which the TEIP scale was used, from 2012 to 2018, were selected for inclusion. The perceptions of pre-and in-service teachers' self-efficacy towards inclusive education were examined through using the TEIP scale's three sub-dimensions. The results show that the perceptions of pre-and in-service teachers' self-efficacy towards inclusive education are associated with teachers' field experience, age of teacher, level currently teaching, length of training, knowledge of local legislation, confidence in teaching significant interaction with disabled students, gender, level of education, different countries' perspectives, attitude and subject major.

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Section: Discussion Of Pre-service Teachers' Perception Of Self-efficacy Rely On Sub-scales Regarding Inclusive Practicesmentioning

confidence: 99%

The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review

Tümkaya¹,

Miller

2020

İlköğretim Online

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“…Wedell, ; Arthur‐Kelly et al ., ). We also note that some studies have identified the need to further integrate practicum experiences with university input for inclusion (Arthur‐Kelly et al ., ; Romero‐Contreras et al ., ). Finally, we were cognisant of calls in the literature (Feiman‐Nemser, ; Cochran‐Smith et al ., ) to improve links between the pre‐service and induction phases of teacher education.…”

Section: Methodsmentioning

confidence: 97%

A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs

Mintz¹

2018

British Educational Res J

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There is a well-founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre-service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these phases of teacher development. This study tracks changes in the perceived self-efficacy of teachers in relation to working effectively with children with special educational needs (n = 67) following an inclusion-enhancement programme in the pre-service phase and enriched induction on inclusion in the novice teacher phase. The study employed a repeated panel survey design with an intervention and comparison group. A critique is made of the domain specificity of current measures used for considering self-efficacy for inclusion, and an alternative approach proposed. Results indicate that there were relative gains in self-efficacy from the start to the end of the pre-service teacher year due to the enhancement programme, and that these gains were maintained in the novice teacher year. However, there was no evidence that the induction enrichment had any impact on self-efficacy in this domain. Implications for the timing and intensity of induction for beginning teachers, as well as for future research directions on teacher education, are considered.

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“…In an examination of the content of special education studies, it is interesting to observe that around the world similar kinds of issues are included in the studies. They include foundations of general and special education as well as special and general education methods (see Romero-Contreras et al 2013;Sindelar et al 2012). According to Farrell (2009), the underlying aspects that contribute to the understanding of special education are medical, social, psychotherapeutic and pedagogical.…”

Section: The Content Of Special Educator Studiesmentioning

confidence: 99%

Becoming a special educator – Finnish and Swedish students’ views on their future professions

Takala¹,

Wickman²,

Uusitalo-Malmivaara³

et al. 2015

Education Inquiry

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In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents' thoughts about their future work content, the focus areas of special education and inclusion. According to the expectations, the main task for these future special educators is to work with pupils and adults at school. The focus areas of their future work included co-operation and consultation, more so in Sweden. In addition, excellent interaction skills were central. The Swedish respondents supported full inclusion to a greater extent than the Finnish respondents. Finally, no critical aspects of resource allocation or conditions to ensure the child's right to adequate support within the existing school systems were emphasised by the respondents. The results and the differences among the various respondents are discussed.

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Preparing teachers for inclusion in Mexico: how effective is this process?

Cited by 30 publications

References 16 publications

The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review

The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review

A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs

Becoming a special educator – Finnish and Swedish students’ views on their future professions

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