Teachers' Beliefs about Inclusive Education
A Study in the Context of Major Increases in Refugee Learners
- 173 pages
- English
- PDF
- Available on iOS & Android
Teachers' Beliefs about Inclusive Education
A Study in the Context of Major Increases in Refugee Learners
About this book
The authors present the results of a longitudinal study of Polish teachers' opinions on selected assumptions and organizational solutions forming the basis of inclusive education before and after the arrival of many migrant students in connection with the war in Ukraine. The main aim of the research is to find out the opinions of Polish teachers working in mainstream schools and preschools on selected assumptions and organisational solutions underlying inclusive education and to examine these opinions in relation to selected demographic traits of teachers. An important aim is also to identify the opinions studied in a temporal perspective, which will make it possible to capture the changes in the acceptance of selected theoretical and organisational assumptions underlying inclusive education. The research was conducted on a group of Polish teachers, but the findings can be applied to other countries.
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Information
Table of contents
- Title Page
- Copyright
- Table of Contents
- Body
- Introduction
- Chapter 1. Essence and contextuality of inclusive education
- Chapter 2. Selected contexts and determinants of the transformations of inclusive education in Poland
- Chapter 3. Own research concept
- Chapter 4. Teachers' beliefs about the validity of education for all
- Chapter 5. Learners' subjectivity in inclusive education as rated by teachers
- Chapter 6. Support for education/in inclusive education as rated by teachers
- Chapter 7. Leadership or collaboration/partnership? Teachers' point of view
- Chapter 8. Impact of diverse learner needs on the curriculum – teachers' rating
- Research limitations
- Conclusion
- References
- Annex