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The pedagogic beliefs of Indonesian teachers in inclusive schools

Sheehy, Kieron and Budiyanto (2015). The pedagogic beliefs of Indonesian teachers in inclusive schools. International Journal of Disability, Development and Education, 62(5) pp. 469–485.

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This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit orientation of teachers is social constructivist. This orientation is also reflected in their reported classroom practices. Although less common, more directive pedagogical approaches appear to have an impact upon the flexibility of roles within two teacher inclusive classrooms. Whilst the number of disabled pupils within each class was a significant issue for interviewees, no pupils were deemed unteachable in their classrooms. Furthermore, what is described by the teachers as a “special pedagogy” typically entailed additional teaching time and modified assessments, and consequently could be framed as “good teaching for all”. The questionnaires also contained responses from student and special school teachers and support the view that teachers’ beliefs about inclusive pedagogy are mediated by experience and occupation.

Item Type: Journal Item
Copyright Holders: 2015 Taylor & Francis
ISSN: 1465-346X
Keywords: epistemology; inclusive pedagogy; Indonesian education; pedagogic orientations; special educational needs; teachers’ beliefs
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Childhood Youth and Sport Group (CYSG)
Item ID: 43914
Depositing User: Kieron Sheehy
Date Deposited: 05 Aug 2015 09:24
Last Modified: 04 Mar 2017 07:46
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