|
|
 |
| |
|
|
|
Teachers’ Professional Development for Inclusive Education, A perspective from Saudi (Mixed Methods Study) |
|
|
|
PP: 1497-1504 |
|
|
|
doi:10.18576/isl/120337
|
|
|
|
Author(s) |
|
|
|
B. Alshahrani,
K. Abu-Alghayth,
|
|
|
|
Abstract |
|
|
| This study explores teachers’ attitudes toward the availability of professional development for inclusive education in primary schools in Saudi Arabia. Teachers’ professional development is essential for implementing inclusive education and raising the quality of outcomes of the educational services. A sequential exploratory mixed methods approach was adopted in this research using questionnaires and interviews as tools of collecting the data. 331 teachers participated in the quantitative part of the research by completing the study survey and Nine teachers participated in the qualitative part of the research by being interviewed. Finding of this research revealed a lack of continues professional development programmes and training. It was reported that pre-service training was perceived as mostly theoretical with short course in practice which is in turn lead teachers to struggle with students in the schools. Similarly, in service training was perceived as insufficient.
|
|
|
|
|
|
|
|
