Implementing Inclusive Education in Delhi, India: Regular School Teachers' Preferences for Professional Development Delivery Modes

Autor/inn/en	Das, Ajay K.; Gichuru, Margaret; Singh, Ajay
Titel	Implementing Inclusive Education in Delhi, India: Regular School Teachers' Preferences for Professional Development Delivery Modes
Quelle	In: Professional Development in Education, 39 (2013) 5, S.698-711 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2012.747979
Schlagwörter	Foreign Countries; Inclusion; Teacher Attitudes; Faculty Development; Elementary School Teachers; Secondary School Teachers; Likert Scales; Questionnaires; Delivery Systems; Teacher Education; Teacher Competencies; Preferences; Conferences (Gatherings); Workshops; Inservice Teacher Education; Distance Education; Independent Study; Role Playing; Principals; Peer Teaching; Observation; India + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala; Fragebogen; Auslieferung; Lehrerausbildung; Lehrerbildung; Lehrkunst; Lernwerkstatt; Schulung; Lehrerfortbildung; Distance study; Distance learning; Fernunterricht; Selbststudium; Rollenspiel; Principal; Schulleiter; Peer group teaching; Peer Group Teaching; Beobachtung; Indien
Abstract	This study examines the preferences of regular primary and secondary school teachers in Delhi, India regarding professional development delivery modes in the context of inclusive education for students with disabilities. A total of 223 primary school teachers and 130 secondary school teachers responded to a seven-item Likert-type questionnaire, indicating their preferences for the delivery modes. The teachers were also requested to list additional delivery modes that they would like to see being used while receiving in-service training. Data were analyzed using descriptive statistics, "t" tests and Spearman rank-order correlation. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10