Collaborative Mentoring as a Way of Meeting Teachers' Inclusive Teaching Practices Needs: Investigating Learning Outcomes

Autor/inn/en	Kamali-Arslantas, Tugba; Yalçin, Gülistan
Titel	Collaborative Mentoring as a Way of Meeting Teachers' Inclusive Teaching Practices Needs: Investigating Learning Outcomes
Quelle	In: Acta Educationis Generalis, 13 (2023) 2, S.10-29 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.2478/atd-2023-0011
Schlagwörter	Mentors; Interdisciplinary Approach; Inclusion; Assistive Technology; Visual Impairments; Science Education; Special Education; Regular and Special Education Relationship; Academic Accommodations (Disabilities); Teacher Role; Students with Disabilities; Elementary School Teachers; Teacher Education; College Faculty; Teacher Collaboration; College School Cooperation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inklusion; Visual handicap; Sehbehinderung; Naturwissenschaftliche Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Fakultät; Lehrerkooperation; Ausland; Türkei
Abstract	Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers. Methods: There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen. Results: Reported learning outcomes referred to changes in knowledge related to "Basic Concepts", "Educational Support and Legislation", "Assistive Technology", and "Educational Accommodations". Discussion: The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers' dealing with diverse students. Limitations: The results of the study are bound to the project duration and the place of the study. Conclusions: The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01