scholarly journals Predicting the Roles of Attitudes and Self-Efficacy in Readiness Towards Implementation of Inclusive Education Among Primary School Teachers

2021 ◽  
Vol 17 (11) ◽  
pp. 91
Author(s):  
Nurulhana Zainalabidin ◽  
Aini Marina Ma’rof
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Readiness For Change ◽  
School Teachers ◽  
Primary School Teachers ◽  
Number Of Children ◽  
Essential Step ◽  
Correlational Research ◽  
Training Courses

Teachers' preparedness is a critical component in implementing inclusive education. It is pertinent to understand whether mainstream instructors are ready for inclusion as the number of children with special needs increases steadily over the years. The Zero Reject Policy has accelerated the implementation of inclusive education in Malaysia. While this is an essential step forward, assessing teachers' readiness for change is critical. This study aims to find out the predictive factors (attitudes and self-efficacy) on the preparedness of mainstream primary school teachers towards the implementation of inclusive education. This study is of a correlational research design where questionnaires were distributed to 367 teachers randomly selected from a cluster of nine schools in Hulu Selangor, Malaysia. The results show that teachers have moderate levels of readiness, attitudes and self-efficacy. There are also significantly positive relationships and predictive correlations between attitudes and readiness as well as self-efficacy and readiness. This implies that attitudes and self-efficacy should be considered in gauging teachers' readiness in the implementation of inclusive education. Taken together, findings in this study could inform further inclusive education research in Malaysia and could be taken into consideration in the design and execution of teacher training courses on Inclusive Education.

scholarly journals SPECIFICS OF PREPARING OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE PROFESSIONAL ACTIVITY IN CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 235-238
Author(s):  
Halyna Loik ◽  
Vira Vyhrushch ◽  
Nadiya Bryzhak
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Inclusive Education ◽  
New Technologies ◽  
Necessary Condition ◽  
Professional Activity ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Number Of Children

Education reform in Ukraine is a necessary condition for the training of highly qualified specialists. This also applies to inclusive education. Modernization and renewal of the educational system of Ukraine is provided through the introduction of new technologies. It is the latest technologies that contribute to the quality training of primary school teachers. A special place in such training is the training of teachers who are able to work in an inclusive environment. The problem of working with children with abnormalities in physiological and physical development is relevant. Its relevance is explained by the fact that in Ukraine an increasing number of children with various disabilities are born. There are many reasons for this, but teachers need to prepare children for life, for professional realization. Their preparation requires specific methods and tools of teaching and education. Therefore, the aim of the study is to identify effective ways of quality training of future teachers to work in an inclusive environment. The following methods were used to study the readiness of future teachers to work in an inclusive environment: theoretical − synthesis, analysis, generalization; empirical - observations, conversations, questionnaires, testing, interviews, surveys, pedagogical experiment (ascertaining and formative); methods of mathematical statistics (Fisher’s F-test). The results of the study are to determine the specifics of the preparation of primary school teachers to work in an inclusive environment to develop ways to improve such training. The further directions of research: improvement of educational programs, development of modern techniques of the personal plan, developing scenarios of various games.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals PROSPECTIVE PRIMARY SCHOOL TEACHERS’ ACTIVITIES WHEN DEALING WITH MATHEMATICS MODELLING TASKS

2020 ◽  
Vol 11 (2) ◽  
pp. 301-318
Author(s):  
Floriano Viseu ◽  
Paula Mendes Martins ◽  
Laurinda Leite
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Problem Situation ◽  
School Teachers ◽  
Primary School Teachers ◽  
Proportionality Constant ◽  
Training Courses ◽  
Teaching Of Mathematics ◽  
Analytical Expressions

The current teaching of mathematics is guided by recommendations that suggest the implementation of various activities in order to raise the understanding of mathematical knowledge. This diversity is related to the characteristics of the tasks proposed in the learning contexts. Among all tasks, the modelling ones call for the application of activities through different representations. So, it is important that teacher training courses promote experiences involving prospective teachers with this type of task. Based on this assumption, we intend to identify the activities that prospective primary school teachers perform in solving modelling tasks, the difficulties experienced in these tasks and the value of the models they determine. From the analysis of the resolutions of two tasks, we find that the prospective teachers translate the information of the data available in tables through graphs and analytical expressions. Some discuss models that determine which best fits the data. In the activities carried out, difficulties arise in determining the proportionality constant that best translates the problem situation, discussing the reasonableness of the values generated by the model, and sketching the graph of the model that best fits the experimental data. As for the usefulness of the model they determine, few prospective teachers are predicting outcomes.

scholarly journals TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM

2014 ◽  
Vol 11 (3) ◽  
pp. 9-22
Author(s):  
Angelija Mačiukaitė ◽  
Irena Balčiūnaitė
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Independent Study ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.

scholarly journals THE CONTENT OF PRIMARY SCHOOL TEACHERS’ TRAINING FOR THE CREATIVE POTENTIAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS IN POSTGRADUATE EDUCATION

2016 ◽  
pp. 163-172
Author(s):  
Yelena Krivolap
Keyword(s):  
Primary School ◽  
Postgraduate Education ◽  
Primary School Students ◽  
Creative Potential ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Potential Development ◽  
Training Courses ◽  
Teachers Training

One of the problems of primary school teachers’ training in postgraduate education is to prove the guidelines vector of teaching activities on the development of creative abilities of every child. From the early school years it is necessary to enhance the student’s tendency to creative performance with new creative and intellectual abilities and effective methodologies. The realia of the new millennium requires the activation of personality’s creative potential, creative activity of primary school students, creating psychological and pedagogical conditions for their professional self-expression and creative fulfillment.The aim of the article is to analyze the content of primary school teachers’ training on the development of primary school students’ creative potential in postgraduate education.The content of primary school teachers’ training for the creative potential development of primary school students during training courses in postgraduate teachers’ education complies with such features as: concentric (allows to establish a connection between the known and the unknown, to develop, enhance, organize teachers’ ideas on the types and methods of the development of primary school students’ creative abilities); transfer from simple to complex in teaching of adults, from the known to the unknown or little known (makes it possible to gradually expand, enrich the content of each topic); the relationship of learning content during training courses with practical activities in primary school (includes visiting methodologist teachers’ lessons at schools); providing students with positive motivation during learning to fix the interest in the development of primary pupils’ creative activity in the classroom; interdependence of methods and techniques of training (for their efficient optimal combination in different learning situations).Thus, the content of primary school teachers’ training to the development of primary school students’ creative potential in postgraduate education combines didactic, andragogical and psychological foundations of teachers’ education as a particular category of working adults. In the long term we shall search pedagogical conditions of training.

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