Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context

Autor/inn/en	Raguindin, Princess Zarla J.; Ping, Li Yan; Duereh, Fadlee; Lising, Ruby Leah S.
Titel	Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context
Quelle	In: European Journal of Educational Research, 9 (2020) 2, S.787-797 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Inclusion; Equal Education; Teacher Role; Teacher Competencies; Comparative Education; Foreign Countries; Teacher Effectiveness; Teacher Attitudes; Intention; Positive Attitudes; Cultural Context; Developing Nations; Curriculum Implementation; Access to Education; Educational Quality; Philippines; Thailand + Suchen Sie Ihr Suchwort? Inklusion; Lehrerrolle; Lehrkunst; Vergleichende Erziehungswissenschaft; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Developing country; Developing countries; Entwicklungsland; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Philippinen
Abstract	After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers' skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers' efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents' attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers' inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers' role in the inclusive agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01