Literaturnachweis - Detailanzeige
| Autor/inn/en | Duncan, Jill; Punch, Renee |
|---|---|
| Titel | Building Inclusive Education Workforce Capability: School Principals' Perceptions of Roles and Responsibilities |
| Quelle | In: Australasian Journal of Special and Inclusive Education, 45 (2021) 1, S.62-75 (14 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Duncan, Jill) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2515-0731 |
| Schlagwörter | Inclusion; Principals; Administrator Attitudes; Foreign Countries; Regular and Special Education Relationship; Administrator Role; Student Diversity; Labor Force Development; Student Needs; Teacher Competencies; Australia |
| Abstract | Inclusive education workforce capability is the ability of the education workforce to meet individual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce's preparedness for inclusive education. We used thematic analysis to identify 9 major themes and 3 subthemes across the 3 roles about which participants were asked: the principal's role, the system's role, and the teacher registration boards' role. The findings indicated a number of areas of concern for these principals about ensuring the capability of the education workforce in the context of extensive student diversity. In summary, results indicated that principals, systems, and teacher registration boards each have a role in building inclusive education workforce capability, with a coordinated effort more likely to bring Australia closer to its pledge of inclusive education for all students. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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