Considering the Continuing Development of Inclusive Teachers: A Case Study from Bangkok, Thailand

Autor/in	Grimes, Peter
Titel	Considering the Continuing Development of Inclusive Teachers: A Case Study from Bangkok, Thailand
Quelle	In: European Journal of Special Needs Education, 28 (2013) 2, S.187-202 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2013.778112
Schlagwörter	Professional Development; Professional Continuing Education; Inclusion; Case Studies; Foreign Countries; Barriers; Special Education Teachers; Ethnography; Educational Opportunities; Participant Observation; Student Diversity; Cultural Differences; Professional Autonomy; Transformative Learning; Instructional Innovation; Teacher Improvement; Buddhism; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Inklusion; Case study; Fallstudie; Case Study; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ethnografie; Bildungsangebot; Bildungschance; Teilnehmende Beobachtung; Kultureller Unterschied; Berufsfreiheit; Pädagogische Transformation; Educational Innovation; Bildungsinnovation; Buddhismus
Abstract	This article explores the barriers to and opportunities for supporting the development of inclusive teachers, based on a case study describing two schools in Bangkok, Thailand. Data were collected between 2003 and 2009 using an ethnographic approach whereby the author positioned as a consultant-researcher visited and worked alongside teachers in the schools several times a year during this period. The case study indicates that there are significant challenges to a view of teacher development for inclusion, which suggests that teacher training is a core component, such as the model presented recently by the "World Report on Disability." The cultural world of school leaders and teachers needs to be taken into consideration when trying to understand the ways in which inclusive teacher development can be effectively supported. In the case study, the cultural world of the school principal gives her resources that she then used, as an agent, to directly promote teacher development. She also recognises that teachers need to be supported and then enabled to take ownership of their own development through the creation of spaces that allow meaning to be constructed at a local level, both in the school and in the classroom. These spaces are also facilitated through the author's role as a consultant-researcher, supporting the development of reflexive dialogue with teachers in the schools. Implications for those concerned with the development of inclusive teachers would suggest that policy initiatives are more likely to be successful if they actively aim to enable teachers and all those who support and work with them, to construct meaning at a local level through dialogic space and facilitated reflection. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10