Involvement of Mainstream Teachers in Inclusive Education: Are We Ready?
The implementation of inclusive education is a challenging task because the teachers involved in inclusive education must equip themselves with field knowledge and pedagogical skills and more importantly, they must have great passion for inclusive education. This research attempts to investigate the...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 25S; pp. 205 - 215 |
|---|---|
| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Universiti Putra Malaysia
Apr2017 Special Issue
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=128930390&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 128930390 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Apr2017 Special Issue vid: 25S pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 128930390 ppf: 205 ppct: 10 formats: fmt: @attributes: type: P size: 3.8MB tig: atl: Involvement of Mainstream Teachers in Inclusive Education: Are We Ready? aug: au: Lai, C. S. Lee, M. F. Nor Lisa, S. Mimi Mohaffyza, M. Kahirol, M. S. affil: Department of Engineering Education, Faculty of Technical and Vocational Education, Universiti Tun Ehissein Onn Malaysia, Parit Raja, 86400 Batu Pahat, Johor, Malaysia su: Inclusive education Teachers Teacher effectiveness Questionnaires Preparedness sug: subj: Inclusive education Teachers Teacher effectiveness Questionnaires Preparedness keyword: Attitude field knowledge inclusive education pedagogical skill readiness ab: The implementation of inclusive education is a challenging task because the teachers involved in inclusive education must equip themselves with field knowledge and pedagogical skills and more importantly, they must have great passion for inclusive education. This research attempts to investigate the readiness of mainstream teachers who engaged in an inclusive education programme. Readiness was measured in three different aspects: (i) field knowledge, (ii) pedagogical skill, and (iii) attitude. A total of 128 mainstream teachers who were actively involved in inclusive education programmes in primary schools were invited to participate in this research. A questionnaire was constructed to measure the level of readiness among the participating teachers. The results revealed that although the readiness level in terms of pedagogical skill was high, the readiness for field knowledge and attitude were at medium level. Our findings suggest that more effort and pragmatic actions are required tofacilitate mainstream teachers who teach in inclusive classes to enhance their field knowledge and strengthen their positive attitude towards inclusive education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
|---|