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首页> 外文期刊>Open Journal of Social Sciences >Inclusive Pedagogy Literacy among Academic Community at Institute of Teacher Education, Kuala Lumpur
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Inclusive Pedagogy Literacy among Academic Community at Institute of Teacher Education, Kuala Lumpur

机译：吉隆坡师范学院学术社区的包容性教学法素养

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摘要

This study aimed to explore Inclusive Pedagogy Literacy among the academic community at the Institute of Teacher Education (Institut Pendidikan Guru). The focus of the study is the application of Inclusive Pedagogy in teaching and learning in the classroom. The samples were chosen among the lecturers at the Institute of Teacher Education through purposive sampling based on their involvement in their major teaching specialization for the subject of special education, language specialization, music studies, physical education and sports science, Islamic education and visual arts education. Qualitative methods involving interview techniques, observation and reflection of teaching have been fully utilized in data collection. Data were analyzed by inductively to get the theme in line with the objectives of the study. The findings showed that the elements such as the ability of students, provision of equal learning opportunities, the active involvement of students, and the diversity of students’ capability are the themes to taking into account by the respondents. Implications of the findings of the study suggest that the inclusive pedagogy literacy among the academic community is in a position to provide added value to students’ knowledge. Awareness of inclusive pedagogy will help in preparing students as a novice teacher to be able to formulate a coherent activity based on clinical experience and effective teaching.
机译：这项研究的目的是在教师教育学院（Pendidikan Guru研究所）的学术界中探索包容性教学法素养。研究的重点是包容性教学法在课堂教学中的应用。样本是根据教师在特殊教育，语言专业，音乐研究，体育与体育科学，伊斯兰教育和视觉艺术教育等专业的主要教学专业中的参与，通过有针对性的抽样从教师教育学院的讲师中选出的。 。涉及访谈技术，观察和教学反思的定性方法已在数据收集中得到充分利用。通过归纳法对数据进行分析，以使主题与研究目标一致。调查结果表明，学生的能力，提供平等的学习机会，学生的积极参与以及学生能力的多样性等要素是受访者要考虑的主题。该研究结果的暗示表明，学术界的包容性教学法素养能够为学生的知识提供增值。包容性教学法的意识将有助于培养学生作为新手老师的能力，使其能够根据临床经验和有效的教学来制定连贯的活动。

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