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ERIC Number: EJ946960
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1090-1027
Preparing Teachers for Inclusion: Jordanian Preservice Early Childhood Teachers' Perspectives
Fayez, Merfat; Dababneh, Kholoud; Jumiaan, Ibrahim
Journal of Early Childhood Teacher Education, v32 n4 p322-337 2011
This study was conducted during a period of national educational reforms in Jordan to investigate Jordanian preservice early childhood teachers' attitudes toward inclusion and the adequacy of their current preparation for implementing inclusion. The study also sought to identify the perceived concerns of preservice early childhood teachers about inclusion in early childhood settings in Jordan. A qualitative interpretive methodology was employed and an interview protocol was used to collect data from 20 participants recruited from two large universities in Jordan: the University of Jordan, and the Hashemite University. All 20 participants were undergraduate seniors in general early childhood education. Data analysis followed pattern coding and cross-case analysis. Three major themes emerged through data analysis, and these are presented in relation to the study's research questions. The themes are: attitudes toward inclusion, preparation to implement inclusion, and concerns about inclusion. Implications and recommendations for practice and research are offered and discussed in light of the study findings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan