Investigating Greek secondary school teacher understandings of inclusion and issues about teacher training development.

Kartsoni, Alexandra (2014) Investigating Greek secondary school teacher understandings of inclusion and issues about teacher training development. [Dissertation (University of Nottingham only)]

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Abstract

Abstract

Background: Inclusion is concerned with the elimination of all forms of

exclusionary practices and barriers to learning as well as the quest for

increased participation and equal opportunities education of all children and

young people in their community. Recent literature focuses on the

imperative need to reform initial teacher education programmes in order to

graduate educators with an inclusive mindset and to establish inclusive

schools. Purpose: This study is interested in examining the need for ITT

reforms in the Greek setting. IT commences with an exploration of the

teachers’ understandings of inclusion and their experiences regarding their

initial training in relation to inclusion and SEN education. The insights offered

from the analysis of the data contribute to indications about the limitations of

Greek ITT across different subject matters and to provide specific

recommendations. Research: The investigation takes the form of a small-

scale qualitative research. Data are gathered using semi-structured

interviews with six Greek secondary school teachers employed in schools in

southern Greece. Later, they are analysed using the content analysis method.

Results: Overall, it is found that teachers significantly lack inclusion

awareness and have restrictive beliefs about SEN. They reported low levels of

ITT satisfaction in relation to inclusion and SEN while they pointed out several

suggestions for necessary improvement of teacher education programmes.

Item Type: Dissertation (University of Nottingham only)
Depositing User: Gigg, Diane
Date Deposited: 16 Jan 2015 08:46
Last Modified: 21 Sep 2016 17:42
URI: http://eprints.nottingham.ac.uk/id/eprint/28103

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