Literaturnachweis - Detailanzeige
| Autor/inn/en | Forlin, Chris; Kawai, Norimune; Higuchi, Satoshi |
|---|---|
| Titel | Educational Reform in Japan towards Inclusion: Are We Training Teachers for Success? |
| Quelle | In: International Journal of Inclusive Education, 19 (2015) 3, S.314-331 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2014.930519 |
| Schlagwörter | Foreign Countries; Educational Change; Inclusion; Teacher Education; Preservice Teachers; Student Attitudes; Elementary Education; Special Schools; Access to Education; Special Education; Student Surveys; Gender Differences; Japan |
| Abstract | Within a tradition of a dual regular and special education system in Japan, the Government is promoting education reform that encourages an inclusive approach to education. This research investigates whether teachers are being trained for successful inclusion in Japan by reviewing the perceptions of all pre-service teachers in one university regarding their readiness for becoming inclusive practitioners. A move towards an inclusive approach to education in Japan is being promoted through collaboration and support between teachers trained in regular and special education. Thus, different perceptions of pre-service teachers preparing to work either in elementary schools or in special schools are a particular focus of this research. Discussion considers the need for better teacher preparation due to the very low understandings of inclusion and Japanese pre-service teachers' perceived lack of skills, knowledge, experience, or training for an inclusive approach. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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