Primary School Teachers’ Implementation of Inclusive Education during Emergency Remote Teaching in Malaysia: Findings from a Small-Scale Study

Jothinathan, Tishalini Menon; Lim, Clara Xuan; Wong, Tze Peng

doi:10.21315/apjee2021.36.2.12

Cited by 6 publications

(9 citation statements)

References 45 publications

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“…This shows that the novice teachers are able to execute online teaching with the necessary tools. This finding is also similar to Jothinathan et al (2021) in which a small-scale study of primary students raised concerns about the accessibility of online teaching during emergency remote teaching (ERT) and they are highlighting the need to revise the appropriate support system for students with special needs in fully online and online learning environments.…”

Section: Findings and Discussionsupporting

confidence: 81%

The Insights of Online Teaching Readiness Among Novice Teachers

Jabal¹,

Ng²,

Saad³

et al. 2022

IJARPED

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Pandemic crisis has made a change to the teaching environment from classical pedagogy to the new technique of teaching. Conducting an online class give a different experience to all teachers around the globe. The main issue of the teachers' readiness and the institutions to face the transition of teaching become a question. This study aimed to investigate the skill level in using online teaching tools among the novice teachers and how they handle the issues and challenges during the implementation using online platform. A survey was carried out and analyzed using combination quantitative and qualitative method. The results show almost half of the participants were not ready for the transition and lack of the knowledge to use the online tools. To encounter the challenges faced during online teaching, the solutions suggested mostly rely on the teacher's effort, student's self-motivation, parents' support, the supply of quality internet facility and gadgets. The challenges and solutions should be made known to the society. This study highlighted the importance and the need to improve teaching and learning techniques in online learning. These findings can benefit to educators and teachers in creating a successful and healthy environment for online learning in the country.

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Section: Findings and Discussionsupporting

confidence: 81%

The Insights of Online Teaching Readiness Among Novice Teachers

Jabal¹,

Ng²,

Saad³

et al. 2022

IJARPED

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“…While some participants in science teaching did not face any challenges, others noted disadvantages in group instruction, experimentation, and collaboration. As per the study conducted by Jothinathan et al (2021), it was discovered that primary school teachers could not transfer teaching skills for academic subjects in general education classes to ERT as effectively as in conventional face-to-face education.…”

Section: Discussionmentioning

confidence: 98%

“…In this way, contributions can be made in the form of personalized activities suitable for the needs and abilities of SWD so that they can participate in classroom activities on an equal level with their peers and learn as much as they need, thereby fulfilling their potential (Ferguson, 2008;Meyer et al, 2014;Peters, 2007). In connection with this situation, when the national and international literature is examined, it is seen that SWD, teachers, and families experience advantages and disadvantages in the process of SIP through ERT (Başar ve Gündüz, 2022;Colombo & Santagati, 2022;Jothinathan et al, 2021;Harris et al, 2020;Mengı̇ ve Alpdoğan, 2020;Parmigiani et al, 2021;Sani-Bozkurt et al, 2022;Schuck & Lambert, 2020;Toquero, 2021). One of the challenges that can be encountered in this process is the lack of social interaction, which negatively affects the motivation and participation of the SWD.…”

Section: Introductionmentioning

confidence: 99%

“…When implemented with proper planning and adequate teacher training, virtual learning environments and online teaching can achieve positive outcomes associated with face-to-face teaching, especially for SWD (Porter et al, 2021). Although many studies on distance education have been published, only a limited number of studies have addressed the depth of the outcomes, associated challenges, and opportunities of primary school-level classroom teachers' implementation of the ERT method of teaching SWD in the SIP process (Jothinathan et al, 2021;Toquero, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

BİLGİÇ

2023

Sakarya University Journal of Education

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The recent Kahramanmaraş earthquake and the COVID-19 pandemic led to the implementation of emergency remote teaching (ERT) to prevent the interruption of education services. This rapid implementation of ERT in the educational process led to many new experiences for classroom teachers in implementing teaching activities for students with special educational needs (SWD) in terms of successful inclusion practices (SIP). It is essential to have information about the teachers' experiences of SIP through ERT to determine which strategies they used to cope with the difficulties experienced in this process, to assess their needs and suggestions about the process, and to take measures to overcome these difficulties to realize effective teaching in case similar disasters occur again in the future. This study aims to determine the experiences of classroom teachers on ERT practices for effective instruction for SWD in the process of SIP. The study adopts qualitative research, and a phenomenological design was utilized to analyze classroom teachers' experiences on the subject in depth. The participants of the study consisted of eight primary school classroom teachers. The research data were obtained using a semi-structured interview form applied to the participants. Through thematic analysis of the qualitative data obtained, themes, sub-themes, and codes were created and analyzed. The findings showed that the ERT process carried out within the scope of SIP has advantages and disadvantages for teachers and SWD. The Advantages and disadvantages of teaching basic academic skills (Turkish, mathematics, life science, social studies, and science) were also identified. In addition, it was concluded that teachers have needs and expectations in the SIP process for SWD, and if necessary, studies are carried out in this regard; the more comprehensive distance education method can be used in the relevant process instead of the ERT method. Research findings were discussed within the literature framework, and limitations and recommendations were stated.

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“…., 2022; Bayuca, 2021; Dangle& Sumaoang, 2020; Felisimo & Michell, 2021; and Gueta & Janer, 2021), internet connectivity (Sari & Nayir, 2020; Tarrayo, Paz, & Gepila, 2021), technical and human resources (Albó, et al, 2020; Sari & Nayir, 2020), student engagement (Ezra, et al, 2021; Petillion & Stephen, 2020),and parental involvement(Cahapay, 2021;Jothinathan, et al, 2021;Raguindin, et al, 2021;Safriyani, et al, 2022; and Ferri, et al, 2020) are among the challenges experienced by public school teachers in the conduct of ERT.…”

mentioning

confidence: 99%

TPACK in times of Emergency Remote Teaching: Status of Newly-Hired Public School Teachers

Dy¹

2022

IJSMS

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This study aimed to evaluate the status of newly-hired public school teachers in terms of their TPACK Components and Emergency Remote Teaching (ERT) as indicated in their e-learning readiness, perceived effectiveness, attitude, satisfaction, and anxiety. Quantitative research particularly the correlational research design was employed in this study. Thirty-four(34) purposefully selected newly hired public school teachers were the participants of the study. Results showed that among the TPACK components, those that have technology integration were among the areas where teacher-participants need major improvement. Their ERT Readiness scores showed 55.5% of the teacher-participants scored low in e-Learning Readiness, 55.9% scored moderately in perceived effectiveness, 73.5% were neutral in terms of attitude towards ERT, 58.8% moderately satisfied with ERT implementation, and 61.8% showed no anxiety. Findings showed a moderately positive and significant correlation between perceived effectiveness and attitude (r=.56, p<0.01); satisfaction and readiness (r=.35, p<0.05), satisfaction and perceived effectiveness (r=.34, p<0.05), attitude and anxiety (r=.34, p<0.05), but strongly positive and significant correlation between satisfaction and attitude (r=.69, p<0.01). Moreover, in terms of relationship between TPACK Components and ERT Indicators, a positive and significant correlation were also showed between perceived effectiveness and PK (r=.58, p<0.01), CK(r=.50, p<0.01), PCK(r=.48, p<0.01), and TCK(r=.40, p<0.05); and attitude between PK(r=.47, p<0.01) and PCK(r=.39, p<0.05The overall ERT readiness, where 56% of the teacher-participants scored low, is a product of the availability of ICT infrastructures in public schools, EdTech training, and pedagogical approaches in distance learning. It is recommended that the formulation of DepEd policies and programs are geared towards addressing these issues.

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Primary School Teachers’ Implementation of Inclusive Education during Emergency Remote Teaching in Malaysia: Findings from a Small-Scale Study

Cited by 6 publications

References 45 publications

The Insights of Online Teaching Readiness Among Novice Teachers

The Insights of Online Teaching Readiness Among Novice Teachers

Inclusion Practices and Emergency Remote Teaching from the Perspective of Classroom Teachers

TPACK in times of Emergency Remote Teaching: Status of Newly-Hired Public School Teachers

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