Challenges to preparing teachers to instruct all students in inclusive classrooms

被引：8

作者：

Larios, Rosalinda J. ^{[1
]}

Zetlin, Andrea ^{[2
]}

机构：

[1] Calif State Univ, Dept Special Educ, Fullerton, CA USA

[2] Calif State Univ, Dept Special Educ & Counseling, Los Angeles, CA USA

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 121卷

关键词：

Collaborative action research; University and school partnerships; Inclusive education; Seven elements for effective professional development; Professional learning communities; PROFESSIONAL-DEVELOPMENT; EDUCATION;

D O I：

10.1016/j.tate.2022.103945

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Educating all children in inclusive settings requires proper support and guidance. Effective training has the potential to give teachers at every stage of their career the ability to influence student thinking and increase all students' educational development. Utilizing a convergent mixed methods design, the current study explores the impact of university and district-led professional development aimed to develop the skills and willingness of teachers to create a more inclusive learning environment. Findings from two focus groups and a survey completed by 74 participants, suggest that in order to impact skills and perceptions university-district partnerships would benefit from employing the seven elements for effective professional development presented by the Learning Policy Institute (LPI). (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

引用

页数：10

共 50 条

[1] Preparing teachers for inclusive classrooms
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[7] Classroom Teachers' Behaviors and Peers' Acceptance of Students in Inclusive Classrooms
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[8] Listening to students, negotiating beliefs: Preparing teachers for urban classrooms
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[9] Preparing teachers for classrooms of tomorrow
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[10] PREPARING TEACHERS FOR MULTICULTURAL CLASSROOMS
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