Transforming Thai Preschool Teachers' Knowledge on Inclusive Practice: A Collaborative Inquiry

Autor/inn/en	Agbenyega, Joseph Seyram; Klibthong, Sunanta
Titel	Transforming Thai Preschool Teachers' Knowledge on Inclusive Practice: A Collaborative Inquiry
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 7, Artikel 5 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Educational Change; Knowledge Base for Teaching; Preschool Teachers; Asians; Inclusion; Disabilities; Educational Practices; Qualitative Research; Observation; Teacher Education; Student Needs; Inquiry; Foreign Countries; Cooperation; Moral Development; Spiritual Development; Barriers; Faculty Development; Individualized Education Programs; Thailand + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching theory; Theory of teaching; Unterrichtstheorie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Asian; Asiat; Asiatin; Asiaten; Asiate; Inklusion; Handicap; Behinderung; Bildungspraxis; Qualitative Forschung; Beobachtung; Lehrerausbildung; Lehrerbildung; Ausland; Co-operation; Kooperation; Moralische Entwicklung; Individualized education program; Individualisierendes Lernen
Abstract	Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers' professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to deliver curriculum that caters for the learning needs of children with disabilities. This paper contributes to the growing body of research to inform the usefulness of collaborative inquiry in helping teachers explore educational issues in systematic ways and determine solutions through reflection and dialogic inquiry. (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	2020/1/01