Developing Support for Inclusion: A Professional Learning Approach for Teachers in Hong Kong

Autor/inn/en	Forlin, Chris; Sin, Kuen-fung
Titel	Developing Support for Inclusion: A Professional Learning Approach for Teachers in Hong Kong
Quelle	In: International Journal of Whole Schooling, 6 (2010) 1, S.7-26 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Self Efficacy; Foreign Countries; Basic Skills; Inclusive Schools; Teacher Competencies; Faculty Development; Teacher Improvement; Mainstreaming; Skill Development; Teaching Skills; Financial Support; Educational Finance; Federal Aid; Teacher Attitudes; Special Needs Students; Questionnaires; Gender Differences; Age Differences; Teaching Experience; Hong Kong + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausland; Basic skill; Grundfertigkeit; Inclusive school; Integrative Schule; Lehrkunst; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Finanzielle Förderung; Bildungsfonds; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Fragebogen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Hongkong
Abstract	Professional learning for teachers is important if they are to be prepared for teaching in inclusive classrooms. This is particularly pertinent in Hong Kong where teachers have little personal experience of inclusion and where teaching continues to be didactic and examination oriented. Since Hong Kong implemented a whole school approach to inclusion in 2003, teachers have been able to access ad hoc courses, attend local conferences or seminars, or enroll in self-funded post graduate programs, if they wanted to upskill in the area of becoming inclusive teachers. A new initiative implemented in 2007 is a major attempt by the Education Bureau to provide teachers with a structured and consistent professional learning program to enable them to obtain basic skills required of an inclusive teacher. This paper considers the impact of the government funded course on teachers' dispositions about inclusion and their perceived self-efficacy in implementing inclusive practices. (Contains 7 tables.) (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10