The Problems Faced by Primary School Teachers about Inclusive Education in the Teaching-Learning Process in Multigrade Classes

Hasanoğlu, Gülcihan; Girmen, Pınar

doi:10.18848/2327-7963/cgp/v20i04/48976

Cited by 3 publications

(2 citation statements)

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“…Tamrin et al (2017), one of the problems faced by teachers in playing their roles is the motivation to learn from students. In addition, (Hasanoglu & Girmen, 2014) stated that many students perceive English as a difficult subject and are unable to divide their time to study, coupled with the current Remote teaching and learning situation.…”

Section: Problems Met By Teachers While Playing Their Roles In Teachi...mentioning

confidence: 99%

English Teachers’ Roles on Mobile-Assisted Language Learning-Based Strategies during Emergency Remote Teaching in 11th Grade of SMK Negeri 1 Denpasar

Rasmiani,

Made Hery Santosa,

Gede Mahendrayana

2023

JET

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This study aims to determine the roles of teachers and the problems found when using MALL-based strategies in SMK Negeri 1 Denpasar during Emergency Remote Teaching. This study is a mixed-method design. The respondents were 8 English teachers. There are three instruments used in this study namely, questionnaires, observation sheet and interview guide. The results of validity show 1.00 while the results of reliability showed .874. Quantitative data analysis used descriptive statistical analysis and qualitative data were used interactive model analysis. The results of the questionnaire refer to Very True of Me and True of Me, meanwhile the results of the observations identified that 7 of 8 teachers had been practiced this role. In interview session with the teachers the problems found are 1) as a facilitator, not all of the students can answer well in quiz, 2) as a resource developer, many students think English is a difficult subject, 3) as a counselor, many students did not attend the online classes, 4) as a manager/organizer, lack motivation in learning, 5) as a participant, teacher does not take part in discussions and 6) as a controller, have not been able to control all of students activities in using MALL. Further, teaching by technology can be applied continuously for future learning, either for full or as blended learning.

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Section: Problems Met By Teachers While Playing Their Roles In Teachi...mentioning

confidence: 99%

English Teachers’ Roles on Mobile-Assisted Language Learning-Based Strategies during Emergency Remote Teaching in 11th Grade of SMK Negeri 1 Denpasar

Rasmiani,

Made Hery Santosa,

Gede Mahendrayana

2023

JET

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“…In western pedagogy great attention is also paid to the development of primary school programs for intellectually handicapped children of young school age, taking into account the neuropedagogical mechanisms of selfperception, establishing positive social relationships, self-involvement in the social environment due to the cooperation of teachers and parents (Demirel, 2010). Children with disabilities are more likely to have neuropsychological disabilities and learning difficulties (Berson, 1990), so the inclusive education practice for special children, in the foreign researchers' opinion, must be established with respect for such requirements: positive attitude towards schoolchildren with disabilities, these children's inclusion in the inclusive education of the general education school, clear strategies provision of behavioral intervention (Mantey, 2014;Yazçayır & Pınar, 2014), we believe that the latter can be regarded as an effective neuropedagogical technology.…”

Section: Theoretical Analysis Of Neuropsychological Support For Primary School Childrenmentioning

confidence: 99%

Neuropsychological Support for Teaching Young School-Age Children Annotation

Stepanchenko

Partyko

Rybalko

et al. 2021

BRAIN

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The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

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Eğitim Fakülteli Olmak (Kırıkkale Üniversitesi Örneği)

Duman

Taş

2021

Ulusal Eğitim Akademisi Dergisi

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Araştırmada, Kırıkkale Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği bölümünde okuyan ve bu bölümden mezun olan bireylerin eğitim fakülteli olmak noktasındaki bakış açılarının belirlenmesi amaçlanmıştır. Araştırmanın örneklemini sınıf öğretmenliği lisans programının birinci sınıfına devam eden 15 ve dördüncü sınıfına devam eden 14 öğretmen adayı ve bu programdan mezun olmuş 13 mezun/öğretmen oluşturmuştur. Araştırmada veriler yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Veriler betimsel analiz yöntemi ile analiz edilmiştir. Araştırma kapsamında katılımcıların öğretmenliği öğrenmeyi, öğretmeyi seven, çocukların hayatına dokunan onlara ilham veren, heyecanlı ve keyifli bir meslek olarak gördükleri ve bu mesleği çocuk sevgisi, kolay iş imkanı, kendine uygun bulma gibi nedenlerle tercih ettikleri belirlenmiştir. Öğretmenlik eğitiminden mesleki bilgi kazanma, etkinliklere dayalı ve uygulamalı eğitim alma vb. beklentileri olan adaylar programa yönelik derslerin uygulama boyutunun azlığı, sınava dayalı değerlendirmenin tercih edilmesi ve meslek derslerinin sayısının yetersiz olması gibi eksiklikler üzerinde durarak uygulamalı ve çocukları anlamalarını sağlayan, onların seviyesine nasıl inilebileceğini gösteren derslerin ve meslek bilgisi derslerinin artması gerektiğini belirtmişlerdir. Katılımcılara göre iyi bir öğretmende sabır, hoşgörü, güler yüz gibi kişilik özellikleri, iletişim becerisi, öğrenme merakı ve araştırma becerisi bulunmalıdır. Adaylar mezuniyet sonrası süreçte atanana kadar KPSS'ye hazırlanma, ücretli öğretmenlik yapma ya da özel okulda öğretmenlik yapma gibi tercihlerde bulunmuşlardır.

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The Problems Faced by Primary School Teachers about Inclusive Education in the Teaching-Learning Process in Multigrade Classes

Cited by 3 publications

References 0 publications

English Teachers’ Roles on Mobile-Assisted Language Learning-Based Strategies during Emergency Remote Teaching in 11th Grade of SMK Negeri 1 Denpasar

English Teachers’ Roles on Mobile-Assisted Language Learning-Based Strategies during Emergency Remote Teaching in 11th Grade of SMK Negeri 1 Denpasar

Neuropsychological Support for Teaching Young School-Age Children Annotation

Eğitim Fakülteli Olmak (Kırıkkale Üniversitesi Örneği)

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