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Towards inclusive training for inclusive education: (teachers' views about effective professional development for promoting inclusive education)

Towards inclusive training for inclusive education: (teachers' views about effective professional development for promoting inclusive education)
Towards inclusive training for inclusive education: (teachers' views about effective professional development for promoting inclusive education)
Inclusive education is recognised by many countries. The practice, however, is inconsistent because of its complexity and variability of implementation. Because of the various contexts of Malaysia, with its diverse ethnicity, culture, religion, language, and socio-economic background, there are implications for the implementation and efficacy of initiatives to promote inclusive education. This study brings a better understanding of the successful promotion of inclusive education by focusing on Malaysian teachers’ perspectives of inclusion, their practice and their professional development.

Effective continuing professional development (CPD) could enhance teacher competencies to respond to their diverse learners and those learners’ needs. Responding to teachers’ views of what works for them in their workplace, this research explores the effectiveness of CPD from the practitioners’ perspectives. Using the rich and in-depth data gathered, a qualitative approach that employs descriptive and exploratory methods is used. Participants are purposely sampled from five national primary schools. 25 teachers, which include headteachers, are interviewed individually and 51 participated in eight focus group interviews. Theories of inclusive education and the 'Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers', (COACTIV) Model of Teachers' Professional Competence are adopted. The COACTIV model integrates theories of professionalism with the competency literature. According to the model, four aspects of competences need to be developed through professional development: beliefs, values, and goals; motivational orientations; professional knowledge; and self-regulation. These areas are explored through the thematic analysis using QSR NVivo software.

The findings are of value to those responsible for developing teacher training programme in Malaysia. At the school level, they will inform the probable topics and areas for school-based CPD programmes.

Keywords: Continuing professional development; inclusive education; inclusion.
Binti Salleh, Rosmalily
49793003-0e1f-4352-8c69-599bdf7abfa9
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
Binti Salleh, Rosmalily
49793003-0e1f-4352-8c69-599bdf7abfa9
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001

Binti Salleh, Rosmalily and Woollard, John (2019) Towards inclusive training for inclusive education: (teachers' views about effective professional development for promoting inclusive education). INTED 2019: The 13th annual International Technology, Education and Development Conference,, Valencia, Spain. 11 - 13 Mar 2019. 9 pp .

Record type: Conference or Workshop Item (Paper)

Abstract

Inclusive education is recognised by many countries. The practice, however, is inconsistent because of its complexity and variability of implementation. Because of the various contexts of Malaysia, with its diverse ethnicity, culture, religion, language, and socio-economic background, there are implications for the implementation and efficacy of initiatives to promote inclusive education. This study brings a better understanding of the successful promotion of inclusive education by focusing on Malaysian teachers’ perspectives of inclusion, their practice and their professional development.

Effective continuing professional development (CPD) could enhance teacher competencies to respond to their diverse learners and those learners’ needs. Responding to teachers’ views of what works for them in their workplace, this research explores the effectiveness of CPD from the practitioners’ perspectives. Using the rich and in-depth data gathered, a qualitative approach that employs descriptive and exploratory methods is used. Participants are purposely sampled from five national primary schools. 25 teachers, which include headteachers, are interviewed individually and 51 participated in eight focus group interviews. Theories of inclusive education and the 'Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers', (COACTIV) Model of Teachers' Professional Competence are adopted. The COACTIV model integrates theories of professionalism with the competency literature. According to the model, four aspects of competences need to be developed through professional development: beliefs, values, and goals; motivational orientations; professional knowledge; and self-regulation. These areas are explored through the thematic analysis using QSR NVivo software.

The findings are of value to those responsible for developing teacher training programme in Malaysia. At the school level, they will inform the probable topics and areas for school-based CPD programmes.

Keywords: Continuing professional development; inclusive education; inclusion.

Text
190113P INTED Rosmalily Woollard - Accepted Manuscript
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More information

e-pub ahead of print date: 7 January 2019
Venue - Dates: INTED 2019: The 13th annual International Technology, Education and Development Conference,, Valencia, Spain, 2019-03-11 - 2019-03-13

Identifiers

Local EPrints ID: 427649
URI: https://eprints.soton.ac.uk/id/eprint/427649
PURE UUID: f4372e56-2b6d-4115-957b-4f42063d8b43
ORCID for Rosmalily Binti Salleh: ORCID iD orcid.org/0000-0001-5735-5492

Catalogue record

Date deposited: 25 Jan 2019 17:30
Last modified: 02 Apr 2019 04:01

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Contributors

Author: Rosmalily Binti Salleh ORCID iD
Author: John Woollard

University divisions

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