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Indonesian Teachers’ Epistemological Beliefs and Inclusive Education

Sheehy, Kieron; Budiyanto; Kaye, Helen and Khofidotur, Rofiah (2017). Indonesian Teachers’ Epistemological Beliefs and Inclusive Education. Journal of Intellectual Disabilities (Early Access).

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DOI (Digital Object Identifier) Link: https://doi.org/10.1177/1744629517717613
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Abstract

A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers’ type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers’ epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts

Item Type: Journal Item
Copyright Holders: 2017 The Authors
ISSN: 1744-6295
Keywords: inclusive education, special education, epistemological beliefs, Indonesia
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Arts and Social Sciences (FASS) > Psychology
Faculty of Arts and Social Sciences (FASS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Childhood Studies
Harm and Evidence Research Collaborative (HERC)
Item ID: 49468
Depositing User: Kieron Sheehy
Date Deposited: 17 Jul 2017 12:21
Last Modified: 17 Jul 2017 12:21
URI: http://oro.open.ac.uk/id/eprint/49468
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