An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education

Autor/inn/en	Kamenopoulou, Leda; Buli-Holmberg, Jorun; Siska, Jan
Titel	An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education
Quelle	In: International Journal of Inclusive Education, 20 (2016) 7, S.743-755 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1111445
Schlagwörter	Student Teacher Attitudes; Masters Programs; Inclusion; Special Education; Qualitative Research; Statistical Analysis; Questionnaires; Capacity Building; Foreign Students; Special Needs Students; Familiarity; Knowledge Level; Participant Characteristics; Student Educational Objectives; Expectation; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Qualitative Forschung; Statistische Analyse; Fragebogen; Sonderpädagogischer Förderbedarf; Wissensbasis; Expectancy; Erwartung; Ausland; Großbritannien
Abstract	In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students' pre-understanding of the concepts "inclusive" and "special education", as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what "inclusive education" actually means. Implications for providers of inclusive education programmes for teachers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01