Literaturnachweis - Detailanzeige
| Autor/inn/en | Mumthas, N. S.; Shamina, E. |
|---|---|
| Titel | Are the Prospective Teachers at Secondary Level Aware about Inclusive Education? |
| Quelle | (2011), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Expertise; Preservice Teacher Education; Educational Quality; Specialization; Gender Differences; Secondary School Teachers; Inclusion; Familiarity; Knowledge Level; Student Teacher Attitudes; Preservice Teachers; Institutional Characteristics; Governance; Foreign Countries; India |
| Abstract | By recognizing the potentiality of education, every society has committed itself to the universalization of education with an aim of providing "Quality Education for All." The governments and the communities ought to ensure that every section of society gets equality of opportunity and necessary inputs for effective participation in the educational process. In order to address the issue of inclusive education there is a wide spread acceptance that teacher training institutions must ensure that teachers are trained to teach effectively in classrooms where there are students with a variety of learning needs. In a study involving teachers in USA it was found that only 29 percent of general educators felt that they had enough expertise or training in inclusion (Hobbs and Westling 2002). The present study is an attempt to find out whether the prospective teachers have adequate awareness on the concept of inclusive education through an Awareness Test on Inclusive Education (Mumthas & Shamina, 2010). A sample of 300 prospective teachers at secondary level from various teacher-training institutions of Malappuram and Calicut districts were selected for the study. Test of significance of difference between means and one-way ANOVA were used for the analysis of data. It is found that prospective teachers do not have adequate Awareness on Inclusive Education and it does not differ significantly irrespective of their gender, locale of Institution and type of management of institution. The mean value of prospective teachers in science occupies first position followed by prospective teachers in commerce, social science and language. The study suggests that adequate training programs on Inclusive Education should be given to prospective teachers for successful implementation of Inclusive Education. A bibliography is included. (Contains 4 tables.) (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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