Government Primary School Teacher Training Needs for Inclusive Education in Bangladesh

Autor/inn/en	Siddik, Md Abu Bakor; Kawai, Norimune
Titel	Government Primary School Teacher Training Needs for Inclusive Education in Bangladesh
Quelle	In: International Journal of Whole Schooling, 16 (2020) 2, S.35-69 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Foreign Countries; Elementary School Teachers; Inclusion; Teacher Competencies; Teacher Education Programs; Training; Students with Disabilities; Preservice Teacher Education; Inservice Teacher Education; Teaching Skills; Knowledge Base for Teaching; Classroom Techniques; Curriculum Design; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inklusion; Lehrkunst; Ausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Klassenführung; Lehrplangestaltung; Bangladesch
Abstract	Bangladesh adopted inclusive education for all government primary schools when it implemented the National Education Policy 2010. However, Bangladesh continues to face several challenges in implementing inclusive education, and low teaching quality remains a significant issue in teaching children with special needs. To overcome this challenge, Bangladesh is developing inclusive teacher education. The current study reviewed 25 studies published in the last 15 years to compile and describe teachers' needs for implementing inclusive education in Bangladesh. The primary purpose of this study was to investigate teachers' training needs to implement inclusive education. This study also addressed the challenges of limited teacher training resources and discussed the three critical components of teacher training: professional learning, practice and engagement, and specific training content, such as involving children with special needs and collaborating with stakeholders including students, parents, and local leaders. This study also found that government primary school teachers need to be involved in long-term pre-service training. The result of this study can be used to develop a teacher training program for inclusive education in the future to fulfill government primary school teachers' training needs in Bangladesh. The findings of this study suggest the in-service training for government primary school teachers be improved to provide them teaching techniques for diverse students and collaboration skills with stakeholders in school communities to implement quality inclusive education. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01