Aim: Inclusive education has developed and established
itself as a field of educational research and pedagogical practice in Higher
Education. This chapter explores how university students–teachers perceive the
skills of inclusive teachers in Greece and Cyprus. The main idea of the present
research is an empirical investigation regarding inclusive teacher’s skills.
Study Design: The research is based on the interpretative epistemological
approach and on the principles of qualitative methodological design.
Place and Duration of Study: Two focus groups of participants with experience
in different educational contexts took part in the digital context of Higher
Education, Greece and Cyprus, during the academic year 2022-2023.
Methods: The data were collected based on free-writing texts in an e-learning
environment. The free-writing texts were subjected to content analysis. The
free-writing texts were anonymous.
Results: The results show that the dominant view of the participants concerning
the inclusive teacher focuses on collaborative, creative, communicative and
moral dimensions. The application of inclusion is determined by the pedagogical
practice and the main characteristics of the inclusive teacher.
Conclusion: Conclusions cannot be generalized. However, this kind of knowledge
can used within an understanding of the inclusive educational praxis and in supporting
teachers’ -digital and pedagogical- competencies and personal/professional
development. The teachers’ skills in inclusive learning environments can
contribute to a more inclusive educational landscape in Greece and Cyprus,
fostering and ensuring the well-being of all students with and without specials
educational needs.
Author(s) Details:
Vasiliki Ioannidi,
Department of Pedagogy and Primary Education, National and
Kapodistrian University of Athens, Greece and Adjunct Faculty, Master’s Degree
Educational Sciences, Open University of Cyprus, Cyprus.
Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13704
No comments:
Post a Comment