Kaasava hariduse rakendamist toetavate hoiakute kujundamine õpetajakoolituse esmaõppes

Autorid

  • Katrin Poom-Valickis
  • Triin Ulla

DOI:

https://doi.org/10.12697/eha.2020.8.1.04

Märksõnad:

kaasav haridus, õpetajakoolitus, õpetajate hoiakud

Kokkuvõte

Õpetajakoolitusel on kaalukas roll kujundada tulevastes õpetajates positiivne hoiak kaasava hariduse suhtes ning oskused ja teadmised, et toetada erinevate õppijate õppimist. Siinse uuringu eesmärk oli kaardistada üliõpilaste hoiakuid kaasava hariduse rakendamise suhtes enne ja pärast õpetajate kutseõpingute mooduli õppeaine "Õppe diferentseerimine" läbimist. Lisaks kaardistati kursuse ülesehitusega seotud aspekte, mis toetasid üliõpilaste arvates enim nende arusaamade, oskuste ja hoiakute kujunemist. Eel- ja järelküsitluse tulemuste analüüs näitas, et üliõpilaste hoiakud muutusid kaasava hariduse rakendamise suhtes positiivsemaks ning kasvas usk enda suutlikkusse toetada erinevate õppijate õppimist. Avatud küsimuste vastuste analüüsist selgus, et üliõpilaste tähenduslikku õppimist mõjutas kõige enam õppetöö korraldus, kus teoreetilised teadmised seoti praktilise võimalusega õpitut töös erivajadustega õppijatega rakendada ning kogemust kaasõppijatega reflekteerida.

PDF Summary

Allalaadimised

Download data is not yet available.

Viited

Andrews, L. (2002). Preparing general education pre-service teachers for inclusion: Web-enhanced case-based instruction. Journal of Special Education Technology, 17, 27–35. https://doi.org/10.1177/016264340201700302

Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056

Barrett, D. & Green, K. (2009). Pedagogical content knowledge as a foundation for an inter-disciplinary graduate program. Science Educator, 18(1), 17–28.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Britzman, D. P. (2003). Practice makes practice. New York: State University of New York Press.

Burke, K., & Sutherland, C. (2004). Attitudes toward inclusion: Knowledge vs. experience. Education, 125(2), 163–172.

Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369–379. https://doi.org/10.1080/13668250310001616407

Cullen, J. P., Gregory, J. L., & Noto, L. A. (2010). The teacher attitudes toward inclusion scale (TATIS) (technical report ED509930).

Eesti elukestva õppe strateegia 2020. Haridus- ja Teadusministeerium, Eesti Koostöö Kogu, Eesti Haridusfoorum. https://www.hm.ee/sites/default/files/strateegia2020.pdf

Florian, L. & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594–601. https://doi.org/10.1016/j.tate.2009.02.003

Forlin, C., & Chambers, D. (2011). Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32. https://doi.org/10.1080/1359866X.2010.540850

Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion. Exceptionality Education International, 21, 50–65. https://doi.org/10.1037/t69317-000

Forlin, C. (2010). Re-framing teacher education for inclusion. Kogumikus C. Forlin (Toim), Teacher education for inclusion: Changing paradigms and innovative approaches (lk 3–10). Abingdon: Routledge.

Forlin, C., Cedillo, I., Romera-Contreras, S., Fletcher, T., & Hernandez, H. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education, 14(7), 723–739. https://doi.org/10.1080/13603111003778569

Forlin, C., & Hopewell, T. (2006). Inclusion — the heart of the matter: Trainee teachers’ perceptions of a parent’s journey. British Journal of Special Education, 33(2), 55–61. https://doi.org/10.1111/j.1467-8578.2006.00415.x

Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education, 55(3), 251–264. https://doi.org/10.1080/10349120802268396

HTM (2015). Haridus- ja Teadusministeeriumi aasta-analüüs. Tartu: HTM. Vaadatud 02.08.19, https://www.hm.ee/sites/default/files/aastaanalyys2015_0.pdf.

Hattie, J. A. C. (2012). Visible learning for teachers: Maximizing impact on achievement. Oxford: Routledge.

Häidkind, P., & Oras, K. (2016). Kaasava hariduse mõiste ning õpetaja ees seisvad ülesanded lasteaedades ja esimeses kooliastmes. Eesti Haridusteaduste Ajakiri, 4(2), 60–88. https://doi.org/10.12697/eha.2016.4.2.04

Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535–542. https://doi.org/10.1016/j.tate.2009.02.010

Lambe, J., & Bones, R. (2006). Student teachers’ perceptions about inclusive classroom teaching in Northern Ireland prior to teaching practice experience. European Journal of Special Needs Education, 21(2), 167–186. https://doi.org/10.1080/08856250600600828

Loreman, T., Forlin, C., & Sharma, U. (2014). Measuring Indicators of Inclusive Education: A Systematic Review of the Literature. Measuring Inclusive Education (International Perspectives on Inclusive Education, 3, 165–187. https://doi.org/10.1108/S1479-363620140000003024

Mitchell, D. (2016). Kaasavad haridusstrateegiad kaasava hariduse juhtriigis Uus-Meremaal. Eesti Haridusteaduste Ajakiri, 4(2), 2016, 8–18. https://doi.org/10.12697/eha.2016.4.2.02

Mittler, P. (2003). Building bridges between special and mainstream services. Inclusion: theory and practice. http://www.eenet.org.uk/theory [Vaadatud 02.08.19].

Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. https://doi.org/10.1111/j.1468-0262.2005.00584.x

Räis, M.- L., Kallaste, E., & Sandre, S.-L. (2016). Haridusliku erivajadusega õpilaste kaasava hariduskorralduse ja sellega seotud meetmete tõhusus. Uuringu lõppraport.

Saldana, J. (2009). The Coding Manual for Qualitative Researchers. SAGE Publishing.

Sharma, U. (2010). Using Reflective Practices for the Preparation of Pre-Service Teachers for Inclusive Schools. Kogumikus C. Forlin (toim) Teacher Education for Inclusion, (lk 102–111). London: Routledge.

Silverman, J. (2007). Epistemological beliefs and attitudes toward inclusion in preservice teachers. Teacher Education and Special Education, 30(1), 42–51. https://doi.org/10.1177/088840640703000105

Sokal, L., & Sharma, U. (2014). Canadian In-service Teachers’ Concerns, Efficacy, and Attitudes about Inclusive Teaching. Exceptionality Education International, 23(1), 59–71.

Symeonidou, S. (2017). Initial teacher education for inclusion: a review of the literature, Disability & Society, 32(3), 401–422. https://doi.org/10.1080/09687599.2017.1298992

Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthen valued outcomes for diverse learners. Review of Research in Education, 32, 328–329. https://doi.org/10.3102/0091732X07308968

UNESCO (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO. Vaadatud 01.07.19, https://unesdoc.unesco.org/ark:/48223/pf0000177849/PDF/177849eng.pdf.multi.

##submission.downloads##

Avaldatud

2020-05-01

Väljaanne

Rubriik

Artiklid