Teachers’ Perceptions of Educational Administers’ Support for Inclusive Education

Asiri, Abdullah Ali

doi:10.5539/jel.v9n6p112

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Teachers are expected to shape today's young generation's personality, character, morality, and intellectual capabilities (Singh et al, 2020;van Geel et al, 2022). Through the teacher, students will know the knowledge, values, ethics, morals, enthusiasm, and general knowledge that students have not been able to reach in their lives (Asiri, 2020;Beni et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

Bakar

Baharun²,

Hasanah³

2022

An-Nafs

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This study aims to analyze the heutagogical approach to improving the metacognitive intelligence of students at Ma'had Aly. This study used a qualitative approach with phenomenological research. The researchers attempted to understand the phenomena of education and learning activities in Ma'had Aly. Researchers conducted participatory observations, interviews, and documentation. Data analysis was carried out through the stages of data display, data reduction, and data conclusion. The results showed that the heutagogical approach implemented at Ma'had Aly improved students' metacognitive intelligence through some activities, including a reading test with the blank matter, meaning understanding, memorizing nadzom, and achieving the learning goal.

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Section: Introductionmentioning

confidence: 99%

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

Bakar

Baharun²,

Hasanah³

2022

An-Nafs

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“…In inclusive administration, universities must solve problems through research or by improving course content to meet IESs' needs. Likewise, IESs could obtain input and solutions to problems related to implementing inclusive education, such as curriculum, learning, student behavior, and the procurement of infrastructure (Billingsley et al, 2018;Asiri, 2020;Aktan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia

Rasmitadila

Humaira

Rachmadtullah

et al. 2021

IJLTER

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This study explores the perceptions of student teachers on the collaborative relationship between inclusive elementary schools (IESs) and universities. Data were collected through online surveys and semi-structured interviews with 50 student teachers studying in elementary school teacher education study programs spread across three provinces of Indonesia, namely West Java, Central Java, and East Java. Data were analyzed using thematic analysis. The analysis results found four main themes: inclusive teacher readiness, benefits, inclusive education insights, and inclusive education quality. This study indicates that mutually the collaborative relationship between universities and IESs is very important for the two parties specifically, and for inclusive education in Indonesia generally. Broadly, this research implies that, to establish policies and practices for inclusive education, universities, as the primary authority for producing inclusive teacher candidates, must design programs that are relevant to the problems experienced by IESs. Policymakers, namely the government through the education office, must support and encourage multi-relational collaborative relationships with all parties. To date, the implementation of inclusive education, especially the involvement of all stakeholders in developing inclusive education, follows the policies set by the government – the Ministry of Education, Culture, Research and Technology – of the Republic of Indonesia.

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