Stalno strokovno izpopolnjevanje učiteljev za izvajanje inkluzivnega izobraževanja za učence s posebnimi potrebami v Etiopiji: ugotovitve iz mestne uprave Sheger
Povzetek
Ta študija raziskuje trenutno stanje na področju stalnega strokovnega izpopolnjevanja učiteljev za izvajanje inkluzivnega izobraževanja v mestni upravi Sheger v Etiopiji. S pomočjo instrumentalne študije več primerov ta raziskava preučuje razumevanje učiteljev glede obstoječih programov stalnega strokovnega izpopolnjevanja, zaznano pomembnost teh programov za inkluzivno izobraževanje in izzive, s katerimi se učitelji srečujejo pri izvajanju teh programov. Zbiranje podatkov je vključevalo: pregled dokumentov, intervjuje z osmimi učitelji, s štirimi ravnatelji in z dvema uradnikoma s področja izobraževanja ter diskusije v fokusnih skupinah z vsemi kategorijami udeležencev študije, da bi poglobili razumevanje njihovih skupnih izkušenj in perspektiv. Za analizo podatkov so bile uporabljene tehnike medprimerjalne analize podatkov. Ugotovitve kažejo, da nacionalni okvir za stalni strokovni razvoj sicer poudarja splošni razvoj znanja in veščin učiteljev, vendar ponuja le omejene smernice glede inkluzivnega izobraževanja. Ključni elementi, kot so: prepoznavanje invalidnosti, diferencirano poučevanje, sodelovalna praksa in prilagajanje učencu, niso zadostno obravnavani. Posledično so anketirani učitelji poročali, da obstoječi programi stalnega strokovnega razvoja niso v celoti ustrezni zahtevam inkluzivnega izobraževanja. Študija je ugotovila tudi več izzivov, povezanih z učinkovitim izvajanjem stalnega strokovnega izpopolnjevanja, med katerimi so: omejeno razumevanje in vključenost učiteljev, neustrezno stalno izobraževanje, pomanjkanje prednostne obravnave inkluzivnega izobraževanja pri načrtovanju stalnega strokovnega izpopolnjevanja, časovne omejitve ter nezadostna motivacija in institucionalna podpora. Študija poudarja potrebo po prevetrenem okviru stalnega strokovnega izpopolnjevanja, ki izrecno vključuje načela inkluzivnega izobraževanja, daje prednost sodelovanju z učitelji in zagotavlja stalno podporo za uspešno izvajanje. To zahteva sistemski premik k inkluzivnim praksam stalnega strokovnega izpopolnjevanja, ki učiteljem omogočajo ustvarjanje razredov, ki sprejemajo in podpirajo raznolike potrebe vseh učencev.
Prenosi
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