融入的障碍:偏远北领地学校土著职前教师对融入教育的看法

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2019-12-01 DOI:10.18793/lcj2019.25.08
B. Staley, Leonard A. Freeman, Bertram Tipungwuti, Kial King, M. Mullins, Edwina Portaminni, Rachel Puantulura, Marcus Williams, Nikita Jason, Anthony Busch
{"title":"融入的障碍:偏远北领地学校土著职前教师对融入教育的看法","authors":"B. Staley, Leonard A. Freeman, Bertram Tipungwuti, Kial King, M. Mullins, Edwina Portaminni, Rachel Puantulura, Marcus Williams, Nikita Jason, Anthony Busch","doi":"10.18793/lcj2019.25.08","DOIUrl":null,"url":null,"abstract":"Inclusive practices can be interpreted broadly as the ways in which we ensure that all students have an equitable education to optimise student learning outcomes, achievement and attendance. In this paper, Aboriginal pre-service teachers, all currently working towards their teaching degrees and all working as Aboriginal teaching assistants in Northern Territory (NT) classrooms, share their perceptions regarding barriers to inclusion for students in their schools and communities. The reflections were drawn from their university assignments in a unit on inclusive education, which focused on teaching all students including those with additional needs. Pre-service teachers were asked to name barriers to learning for their school-aged students and make suggestions about changes that would help students in/from their communities engage more successfully with school. This paper is intended to privilege the voices of this cohort of pre-service teachers who have significant insight into their schools, given many of them are working in the schools that they themselves attended as students. Using their assignments in the inclusive education unit as a basis for understanding their experiences with exclusion, identified barriers are examined along with their proposed solutions. This work calls for greater cultural inclusion of local languages and traditions. Inclusive and equitable education requires partnership with families and community members so that the education delivered, truly caters for students’ diverse learning needs.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Barriers to inclusion: Aboriginal pre-service teachers’ perspectives on inclusive education in their remote Northern Territory schools\",\"authors\":\"B. Staley, Leonard A. Freeman, Bertram Tipungwuti, Kial King, M. Mullins, Edwina Portaminni, Rachel Puantulura, Marcus Williams, Nikita Jason, Anthony Busch\",\"doi\":\"10.18793/lcj2019.25.08\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Inclusive practices can be interpreted broadly as the ways in which we ensure that all students have an equitable education to optimise student learning outcomes, achievement and attendance. In this paper, Aboriginal pre-service teachers, all currently working towards their teaching degrees and all working as Aboriginal teaching assistants in Northern Territory (NT) classrooms, share their perceptions regarding barriers to inclusion for students in their schools and communities. The reflections were drawn from their university assignments in a unit on inclusive education, which focused on teaching all students including those with additional needs. Pre-service teachers were asked to name barriers to learning for their school-aged students and make suggestions about changes that would help students in/from their communities engage more successfully with school. This paper is intended to privilege the voices of this cohort of pre-service teachers who have significant insight into their schools, given many of them are working in the schools that they themselves attended as students. Using their assignments in the inclusive education unit as a basis for understanding their experiences with exclusion, identified barriers are examined along with their proposed solutions. This work calls for greater cultural inclusion of local languages and traditions. Inclusive and equitable education requires partnership with families and community members so that the education delivered, truly caters for students’ diverse learning needs.\",\"PeriodicalId\":43860,\"journal\":{\"name\":\"Learning Communities-International Journal of Learning in Social Contexts\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2019-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Communities-International Journal of Learning in Social Contexts\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18793/lcj2019.25.08\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Communities-International Journal of Learning in Social Contexts","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18793/lcj2019.25.08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

包容性实践可以被广泛地解释为我们确保所有学生都有公平的教育,以优化学生的学习成果、成绩和出勤率的方式。在本文中,所有正在攻读教学学位的土著职前教师都在北领地(NT)的教室里担任土著教学助理,他们分享了他们对学校和社区中学生融入障碍的看法。这些反思来自他们在全纳教育单元的大学作业,该单元侧重于教育所有学生,包括那些有额外需求的学生。职前教师被要求列出学龄学生学习的障碍,并提出改变的建议,帮助他们所在社区的学生更成功地融入学校。这篇论文的目的是为这群对学校有深刻见解的职前教师提供特权,因为他们中的许多人都在他们自己作为学生就读的学校工作。利用他们在全纳教育单元的作业,作为理解他们被排斥经历的基础,研究了确定的障碍及其提出的解决方案。这项工作要求对当地语言和传统进行更大的文化包容。包容和公平的教育需要与家庭和社区成员合作,这样所提供的教育才能真正满足学生多样化的学习需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Barriers to inclusion: Aboriginal pre-service teachers’ perspectives on inclusive education in their remote Northern Territory schools
Inclusive practices can be interpreted broadly as the ways in which we ensure that all students have an equitable education to optimise student learning outcomes, achievement and attendance. In this paper, Aboriginal pre-service teachers, all currently working towards their teaching degrees and all working as Aboriginal teaching assistants in Northern Territory (NT) classrooms, share their perceptions regarding barriers to inclusion for students in their schools and communities. The reflections were drawn from their university assignments in a unit on inclusive education, which focused on teaching all students including those with additional needs. Pre-service teachers were asked to name barriers to learning for their school-aged students and make suggestions about changes that would help students in/from their communities engage more successfully with school. This paper is intended to privilege the voices of this cohort of pre-service teachers who have significant insight into their schools, given many of them are working in the schools that they themselves attended as students. Using their assignments in the inclusive education unit as a basis for understanding their experiences with exclusion, identified barriers are examined along with their proposed solutions. This work calls for greater cultural inclusion of local languages and traditions. Inclusive and equitable education requires partnership with families and community members so that the education delivered, truly caters for students’ diverse learning needs.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
9.10%
发文量
8
期刊最新文献
Child Mortality, Fertility and Poverty: A Counterfactual Analysis Hear it From the Horses’ Mouth: Listening to African Professionals in Australia Undoing Theory: Walking of Arrernte Country – Co-creating Knowledge and Meaning in Central Australia Ground Up Inquiry: Questions and Answers About the Emergence and Development of a Northern Australian Tradition of Situated Research Editorial: Working with multiple knowledges in Australia’s top end
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1