Exploring Thai Teachers' Perspectives on Evidence-Informed Practices in Inclusive Early Childhood Education

Autor/inn/en	Agbenyega, Joseph Seyram; Lane, Danielle; Klibthong, Sunanta
Titel	Exploring Thai Teachers' Perspectives on Evidence-Informed Practices in Inclusive Early Childhood Education
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 11, S.54-72 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Evidence Based Practice; Inclusion; Early Childhood Education; Teacher Competencies; Barriers; Research Skills; Teacher Researchers; Early Childhood Teachers; Teacher Attitudes; Information Sources; Students with Disabilities; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrkunst; Forschungsleistung; Lehrerforschung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Information source; Informationsquelle; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers' perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings suggesting teachers value evidence-informed teaching. Still, they need to gain more skills in identifying, analysing and using evidence from relevant academic journals in their professional context. In addition, teachers' endeavours to access and use scholarly resources were also inhibited by a lack of professional skills, time, and support from school leadership. The findings validate Cognitive Apprenticeship Theory suggesting the need for research skills training and including teachers as co-constructors of research knowledge. These processes can lead schools to better integrate research into practice in early childhood educational settings. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01