Cross-cultural Analysis of Teacher Perspectives and Preparedness for Inclusive Education in Ghana and Germany: Implications for Teacher Education.

Autor/in	Mensah, Anthony Kofi
Titel	Cross-cultural Analysis of Teacher Perspectives and Preparedness for Inclusive Education in Ghana and Germany: Implications for Teacher Education.
Quelle	Köln: Universitäts- und Stadtbibliothek Köln (2016), XII, 153 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Köln, Universität zu Köln, Diss., 2016.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:hbz:38-65244
Schlagwörter	Lehrer; Lehrerbildung; Inklusion; Vergleichende Analyse; Dissertation; Interkultureller Vergleich; Deutschland; Ghana
Abstract	Developments in special and inclusive education in particular and education in general show similar trajectories across countries, that underscores the need for cross-cultural studies (Mitchell, 2010). Teachers as one of the major stakeholders in the successful implementation of inclusive education have the responsibility of teaching in the regular classroom. The purpose of this cross-sectional survey was to investigate the status of teacher preparedness for inclusive education in Ghana and Germany and its implications for teacher education. A survey instrument made up of Likert-type Survey statements and Open-ended items were administered to (n=212) respondents from Ghana and Germany that constituted the sample size for the study. The English and German Versions of the instrument were subjected to Factor Analysis and Reliability Coefficient which yielded 0.8 and 0.9 respectively for Ghana and Germany samples using the Cronbach alpha index. The Quantitative data was subjected to descriptive statistical analysis using multiple comparison procedures and Analysis of Variance (ANOVA). The open-ended responses which provided additional insights into the responses, yielded qualitative data that was also analysed using Constant Comparison Analysis. The Analyses revealed a number of findings that have implications for teacher education, in the light of which, some recommendations are made. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2016/3