NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1069532
Record Type: Journal
Publication Date: 2015-Jul
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0313-5373
Transforming Thai Preschool Teachers' Knowledge on Inclusive Practice: A Collaborative Inquiry
Agbenyega, Joseph Seyram; Klibthong, Sunanta
Australian Journal of Teacher Education, v40 n7 Article 5 Jul 2015
Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers' professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to deliver curriculum that caters for the learning needs of children with disabilities. This paper contributes to the growing body of research to inform the usefulness of collaborative inquiry in helping teachers explore educational issues in systematic ways and determine solutions through reflection and dialogic inquiry.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Grant or Contract Numbers: N/A