An Investigation into the Classroom Teachers Role and Development with Respect to Teaching Under the Policy of Inclusion in the United Kingdom
| المصدر: | العلوم التربوية |
|---|---|
| الناشر: | جامعة القاهرة - كلية الدراسات العليا للتربية |
| المؤلف الرئيسي: | Al Shatti, Hadeel (Author) |
| مؤلفين آخرين: | Al Kandiri, Eisa (Co-Author) |
| المجلد/العدد: | مج26, ع2 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2018
|
| الشهر: | أبريل |
| الصفحات: | 2 - 33 |
| ISSN: |
1110-7847 |
| رقم MD: | 980599 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Special Educational Needs | Continued Professional Development | Teachers | Primary Schools
|
| رابط المحتوى: |
عدد مرات التحميل
26
| المستخلص: |
The purpose of this research is to investigate classroom teachers’ role, practice, and continuing professional development (CPD), so they can teach normal and special educational needs (SEN) students under one roof in United Kingdom primary schools. This investigation will assess the opportunities that teachers in the UK have, and will discuss how CPD training affects the standards of classroom teachers in SEN pupils. This research employed semi-structured interviews of head teachers and Special Educational Needs Coordinator SENCOS in five primary mainstream schools in the UK. A questionnaire was administered to classroom teachers to better understand their perceptions of CPD training. The results indicated that CPD should be a continuous process, and it should be done both during school hours and after school; classroom teachers should receive training to meet individual development and management needs. The research highlights the appropriate training and CPD programs that meet corporate requirements and individual needs, while providing schools with a supply of suitably trained teachers to fill vacancies in SEN primary schools. |
|---|---|
| ISSN: |
1110-7847 |
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