Inclusive Education for Pre- Service Teachers in Latvia - What Are the Learning Outcomes for Pre-Service Teachers?

Nīmante, Dita; Repina, Nellija

doi:10.21125/iceri.2018.2452

Cited by 1 publication

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“…Therefore, current research is focused on mainstream teacher's perception of their competencies for inclusive education and is conducted in Riga's municipality. This research is important both in the nationwide (Latvian) and local (Riga city) context, as it continues the research carried out so far on the competencies required of teachers for inclusive education (Rubene, Daniela, 2015, Rozenfelde, 2016, Raščevska, Nīmante, 2017, Nīmante, 2018, Nīmante, Repina, 2018, Bethere, Neimane, Ušča, 2016. The teacher Professional Standard (Profesijas standarts, 2018) includes defined competencies that a teacher should perform in the context of inclusive education.…”

Section: Introductionmentioning

confidence: 72%

“…Teachers play a key role in the implementation of inclusive education (Van Mieghem, Verschueren, 2020); they are the most important component for the success of inclusive education (Forlin, Chamber, 2011) and the most important agents of change for inclusion and social justice challenges in schools (Pantič, Florian, 2015). To work successfully in an inclusive environment, the teacher should have certain knowledge, skills, and competencies that can be developed during preservice teaching (Nīmante, Repina, 2018). Research indicates that the more training and opportunities in inclusive education, the more possibilities to gain the necessary competencies to become inclusive teachers (Tangen, Beutel, 2017, Monteiro, Kuok, 2019.…”

Section: Introductionmentioning

confidence: 99%

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Perspective of Teachers on Their Competencies for Inclusive Education

Nīmante

Kokare

2022

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The purpose of this paper is to share findings about teachers’ perceived competencies for inclusion based on data gathered from 1590 (N = 1590) teachers representing 69 mainstream schools of Riga municipality using a survey. In answering the research questions on how teachers perceive themselves, if they have the necessary competencies for implementation of inclusive education, and what is missing, the results showed teachers self-reporting that despite the lack of specific qualification for inclusive education, they have the necessary competencies for inclusion. Teachers indicated that they have a slightly higher level of general competence; however, there is room for improvement in both general and specific competencies for inclusive education. Two of the most important specific competencies for inclusive education that they lack are the “implementation of an inclusive and supportive learning process for everybody by differentiating and adapting the curriculum” and a “timely identification of pupils’ difficulties in the learning process.” The findings reveal the challenges, problems, and limitations that would arise in providing high quality inclusive education to meet the needs of all learners. Despite the fact that teachers perceive that they have certain competencies for inclusive education, the majority of teachers do not feel comfortable and confident in practice in the inclusive classroom. Answers to the other research question revealed a connection between teachers’ age, teaching experience, education, and teachers’ perception of general competencies for inclusive education. A connection was revealed between teachers’ age, teaching experience, and teachers’ perception of specific competencies for inclusive education. Based on the results, suggestions for further research and implications for practice are discussed.

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Section: Introductionmentioning

confidence: 72%