TY - JOUR
T1 - Transforming Thai preschool teachers' knowledge on inclusive practice: a collaborative inquiry
AU - Agbenyega, Joseph Seyram
AU - Klibthong, Sunanta
PY - 2015
Y1 - 2015
N2 - Educating children with disabilities alongside their peers in
mainstream preschools has increased intensely over the past few years,
affecting all aspects of early childhood education. Many children who
previously would have been educated in segregated special centres are
now being included in inclusive preschools. This research paper discusses
how Thai preschool teachers professional knowledge in inclusive
education influence the ways they practice within preschool classrooms.
Qualitative data obtained through observations and collaborative inquiry
with teachers drawn from four preschool in Bangkok, Thailand showed
that the lack of adequate teacher preparation for inclusive practice
rendered the teachers helpless and unable to deliver curriculum that
caters for the learning needs of children with disabilities. This paper
contributes to the growing body of research to inform the usefulness of
collaborative inquiry in helping teachers explore educational issues in
systematic ways and determine solutions through reflection and dialogic
inquiry.
AB - Educating children with disabilities alongside their peers in
mainstream preschools has increased intensely over the past few years,
affecting all aspects of early childhood education. Many children who
previously would have been educated in segregated special centres are
now being included in inclusive preschools. This research paper discusses
how Thai preschool teachers professional knowledge in inclusive
education influence the ways they practice within preschool classrooms.
Qualitative data obtained through observations and collaborative inquiry
with teachers drawn from four preschool in Bangkok, Thailand showed
that the lack of adequate teacher preparation for inclusive practice
rendered the teachers helpless and unable to deliver curriculum that
caters for the learning needs of children with disabilities. This paper
contributes to the growing body of research to inform the usefulness of
collaborative inquiry in helping teachers explore educational issues in
systematic ways and determine solutions through reflection and dialogic
inquiry.
U2 - 10.14221/ajte.2015v40n7.5
DO - 10.14221/ajte.2015v40n7.5
M3 - Article
SN - 0313-5373
VL - 40
SP - 57
EP - 69
JO - Australian Journal of Teacher Education
JF - Australian Journal of Teacher Education
IS - 7
ER -