The Attitude of Teachers toward Students' Self-Assessment of Educational Achievements in Inclusive Education Lessons

Autor/inn/en	Kalykbayeva, Almagul; Autayeva, Akbota; Orazayeva, Gulzhan; Kassymzhanova, Gulnar; Zhigitbekova, Bakyt; Bekmuratova, Gulzhanar
Titel	The Attitude of Teachers toward Students' Self-Assessment of Educational Achievements in Inclusive Education Lessons
Quelle	In: Cypriot Journal of Educational Sciences, 17 (2022) 2, S.643-651 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kalykbayeva, Almagul) ORCID (Autayeva, Akbota) ORCID (Orazayeva, Gulzhan) ORCID (Kassymzhanova, Gulnar) ORCID (Zhigitbekova, Bakyt) ORCID (Bekmuratova, Gulzhanar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Teacher Attitudes; Self Evaluation (Individuals); Academic Achievement; Inclusion; Foreign Countries; Elementary School Teachers; Special Needs Students; Kazakhstan + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulleistung; Inklusion; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Kasachstan
Abstract	Self-assessment is to engage students as active participants in their learning and to reflect the results of their efforts since the key idea of self-assessment is that a child should achieve the learning goal and realize his achievements. The purpose of the study is to reveal the factors causing the lack of self-assessment in primary school lessons. The research collected data using observations and a questionnaire. The participants included 60 primary school teachers from the school of Almaty, the Republic of Kazakhstan. The collected data were analyzed using percentages. Based on the results of the research, the lack of the self-assessment component in the educational process is caused by the lack of assessment tools, which explains the negative attitude of teachers toward self-assessment. The efficiency of the implementation of the innovation in inclusive education needs to ensure the proper training of teachers, including key competencies for working in inclusive classes, and strengthening of its practical component. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: https://un-pub.eu/ojs/index.php/cjes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01