Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 2 of 2
Full-Text Articles in Early Childhood Education
Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong
Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong
Australian Journal of Teacher Education
Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers’ perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings …
Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega
Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega
Australian Journal of Teacher Education
Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to improve teacher knowledge to reduce these barriers. This study reports on a Thai Bureau of Special Education professional development partnership program with an Australian inclusive school in which 16 early childhood teachers from Thailand participated. This community of practice inquiry project generated qualitative data from pre- and post-professional workshops semi-structured interviews and analysis of …