Review on Inclusive Education Teachers’ Digital Professional Development
Abstract
Inclusive education teachers need to be digitally competent. However, there is little research on digital professional development for inclusive education teachers. The purpose of this study was to review systematic analyses of digital professional development for inclusive education teachers to improve inclusive education. Using the reporting standards for systematic evidence syntheses’ review method and following certain exclusion and inclusion criteria, this study conducted a systematic review of digital professional development for teachers in inclusive education by selecting 12 high-quality studies published after 2013 from 2 reputable databases (Web of science and Scopus). The analysis revealed the three themes of necessity, barriers, and future trends in the digital professional development of inclusive education teachers. The digital professional development of inclusive education teachers is of great significance to the success of their practice of inclusive education and should be taken seriously by the education community. Despite the limited number of retrieved articles, this study is still significant for the digital professional development of inclusive education teachers. This review can draw the attention of inclusive education education stakeholders to the digital professional development of inclusive education teachers, which will contribute to the improvement of inclusive education. It is essential to continue to deepen research in this area in the future.
References
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Retrieved from.
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https://doi.org/10.1080/20473869.2022.2070418
Hrastinski, S. (2021). Digital tools to support teacher professional development in lesson studies: a systematic literature review. International Journal for Lesson & Learning Studies, 10(2), 138-149. https://doi.org/10.1108/IJLLS-09-2020-0062
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Ilina, I., Grigoryeva, Z., Kokorev, A., Ibrayeva, L., & Bizhanova, K. (2019). Digital literacy of the teacher as a basis for the creation of a unified information educational space. International Journal of Civil Engineering and Technology, 10(1), 1686-1693.
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https://doi.org/10.1007/s40299-020-00547-5
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Majoko, T. (2019). Inclusion of children with autism spectrum disorder in mainstream early childhood development: Zimbabwean parent perspectives. Early Child Development and Care, 189(6), 909-925. https://doi.org/10.1080/03004430.2017.1350176
Marín, V., Sampedro, B. E., Muñoz González, J. M., & Vega, E. M. (2022). Primary Education and Augmented Reality. Other Form to Learn. Cogent Education, 9(1), 2082082. https://doi.org/10.1080/2331186X.2022.2082082
Medina-García, M., Higueras-Rodríguez, L., García-Vita, M. d. M., & Doña-Toledo, L. (2021). ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge. International Journal of Environmental Research and Public Health, 18(13), 6770. https://doi.org/10.3390/ijerph18136770
Messiou, K. (2017). Research in the field of inclusive education: time for a rethink?
International journal of inclusive education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Mosher, M. A., Carreon, A. C., & Sullivan, B. J. (2022). A Step-By-Step Process for Selecting Technology Tools for Students With ADHD. Journal of Special Education Technology, 37(2), 310-317. https://doi.org/10.1177/0162643420978570
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Mystakidis, S. (2020). Distance education gamification in social virtual reality: A case study on student engagement. 2020 11th International Conference on Information, Intelligence, Systems and Applications (IISA,
Natividad Beltrán del Río, G. (2021). A useful framework for teacher professional development for online and blended learning to use as guidance in times of crisis. Educational Technology Research and Development, 69, 7-9. https://doi.org/10.1007/s11423-021- 09953-y
Newton, J. R., & Williams, M. C. (2022). Instagram as a Special Educator Professional Development Tool: A Guide to Teachergram. Journal of Special Education Technology, 37(3), 447-452. https://doi.org/ 10.1177/01626434211033596
Ng, S. W., & Kwan, Y. W. (2020). Inclusive education teachers—Strategies of working collaboratively with parents of children with special educational needs in Macau. International Journal of Educational Reform, 29(2), 191-207. https://doi.org/10.1177/1056787919886579
OECD. (2018). Teaching Students with Special Needs: Are Teachers Well-prepared? Teaching in Focus(23).
Okhrimenko, O., Semenikhina, O., & Shyshenko, I. (2021). FUTURE TEACHERS’READINESS FOR THE DIGITAL MODERNIZATION OF INCLUSIVE EDUCATION. NEW CHALLENGES IN THE PROFESSIONAL COMPETENCE DEVELOPMENT OF FUTURE SPECIALISTS.
Oralbekova, A. K., Arzymbetova, S. Z., Begalieva, S. B., Ospanbekova, M. N., Mussabekova,
G. A., & Dauletova, A. S. (2016). Application of Information and Communication Technologies by the Future Primary School Teachers in the Context of Inclusive Education in the Republic of Kazakhstan. International Journal of Environmental and Science Education, 11(9), 2813-2827. https://doi.org/10.12973/ijese.2016.723a
Pankratova, O. P., & Konopko, E. A. (2019). Remote training of teachers for IT navigation in inclusive education. Selected Papers of the IV All-Russian scientific and practical conference with international participation" Distance Learning Technologies"(DLT 2019), Yalta, Crimea,
Peng, D. (2019). Mobile-Based Teacher Professional Training: Influence Factor of Technology Acceptance. Foundations and Trends in Smart Learning: Proceedings of 2019 International Conference on Smart Learning Environments,
Pino, A. (2022). Facing the challenges of the inclusion of visually impaired students: Music teacher’s perceptions. International Journal of Music Education, 40(2), 288-300. https://doi.org/10.1177/02557614211050987
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital science and education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
Shkabarina, M. A., Verbytska, K., Vitiuk, V., Shemchuk, V., & Saleychuk, E. (2020). Development of pedagogical creativity of future teachers of primary school by means of innovative education technologies. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 137-155. https://doi.org/10.18662/rrem/12.4/338
Stefaniak, J., Luo, T., & Xu, M. (2021). Fostering pedagogical reasoning and dynamic decision-making practices: a conceptual framework to support learning design in a digital age. Educational Technology Research and Development, 1-17. https://doi.org/10.1007/s11423-021-09964-9
Taneja-Johansson, S., Singal, N., & Samson, M. (2021). Education of children with disabilities in rural Indian government schools: A long road to inclusion. International journal of
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Published
2024-03-31
How to Cite
WU, Miaomiao et al.
Review on Inclusive Education Teachers’ Digital Professional Development.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 1, p. 538-552, mar. 2024.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/25827>. Date accessed: 22 jan. 2025.
Section
English Section
