Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework

Autor/inn/en	Klibthong, Sunanta; Agbenyega, Joseph S.
Titel	Exploring Professional Knowing, Being and Becoming through Inclusive Pedagogical Approach in Action (IPAA) Framework
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 3, S.109-123, Artikel 7 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Teaching Methods; Knowledge Level; Early Childhood Education; Inclusion; Barriers; Access to Education; Disabilities; Partnerships in Education; Preschool Teachers; Communities of Practice; Pretests Posttests; Workshops; Semi Structured Interviews; Journal Writing; Faculty Development; Student Needs; Attitude Change; Teacher Attitudes; International Programs; Qualitative Research; Experiential Learning; Cultural Influences; Best Practices; Immersion Programs; Australia; Thailand + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; Hochschulpartnerschaft; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Community; Lernwerkstatt; Schulung; Zeitschriftenaufsatz; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Qualitative Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Cultural influence; Kultureinfluss; Immersionsprogramm; Australien
Abstract	Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to improve teacher knowledge to reduce these barriers. This study reports on a Thai Bureau of Special Education professional development partnership program with an Australian inclusive school in which 16 early childhood teachers from Thailand participated. This community of practice inquiry project generated qualitative data from pre- and post-professional workshops semi-structured interviews and analysis of teachers' professional learning journals during the inquiry phases of the project. Thematic analysis of the data showed that the international professional learning immersion program exerted an influential impact on the teachers who participated suggesting; teachers developed better understandings of children with special education needs by creating a mindset for change. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01