Student teachers' perceptions of the collaborative relationships form between universities and inclusive elementary schools in Indonesia

Abstract

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials in the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose universities have successfully educated them in order to teach in inclusive elementary schools. Against the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities about inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used is a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve inclusive education in Indonesia, we also recommend that the government make policies on multi-sectoral collaboration in order to support inclusive education.

Philosophical Review of Avicenna’s Islamic Education Thought

“…In today's digital era, a concept of thought from important world figures can be used and influence the educational process in a country. Education has been created from the lowest unit, namely elementary school to the highest level, namely university or college (Rasmitadila et al, 2021). In recent years, they have adopted and implemented educational ideas from influential Muslim figures, one of which is Avicenna (Muwaffaq, 2022).…”

Inclusive Education in Higher Education: The Perspective of Lecturer

“…This study applied the quantitative research design with survey to obtain the lecturer's perspective on inclusive education implementation in higher education institutions. Previous studies on the same topic were also applied this design (Ediyanto et al, 2020;Rasmitadila et al, 2021). Survey study is one of the quantitative methods to collect data from a pool of respondents through giving multiple questions (Ponto, 2015).…”

Exploring Lecturers' Perspectives on Inclusive Elementary School Mentoring Programs based on University-School Collaborative Partnerships in Indonesia

“…The following opinion was given by one of the lecturers: "We collaborate with these schools in the form of community service. We provide mentoring materials and stay overnight and integrate with the community for the development of inclusive resources" (#4) Collaboration between the department and inclusive elementary schools is expected to provide benefits for both parties in the practice of inclusive education (Mittler, 2012;Rasmitadila, Humaira, & Rachmadtullah, 2022;Suc, Bukovec, & Karpljuk, 2017). Collaboration can provide benefits through solving problems that inclusive elementary schools often face.…”