ABSTRACT

The aim of the study was to analyse the factors enabling or inhibiting the preparation of pre-service teachers for the practice of inclusive education in schools by Kazakhstani pedagogical/teacher training universities/colleges. A generic qualitative research study was conducted during which data were collected through one-on-one interviews with teacher educators and focus group interviews with pre-service teachers. Documentary analysis of participating pedagogical universities/colleges was done to corroborate data collected during interviews. Data were collected in five pre-service teacher training institutions of Kazakhstan situated in Nur-sultan, Pavlodar and Almaty cities. Three pedagogical universities and two colleges participated in the study. In each university/college, five teacher educators were interviewed, and a focus group of five students who were enrolled in a teacher training program. Data were analysed using inductive thematic content analysis. Among the main findings was that Kazakhstani pedagogical universities do not have a coherent and well-articulated strategy for pre-service teacher preparation for inclusion, i.e. development of inclusive programs, courses and curricula. The pre-service teacher practicum will require exposing pre-service teachers to dealing with an inclusive classroom setting. It is therefore recommended that teacher training institutions prioritise the training of teacher educators and develop specialised courses on inclusive education.

摘要

该研究的目的是分析影响或阻碍哈萨克斯坦教育/教师培训大学/学院为学校开展全纳教育实践而准备教师的因素。进行了一项一般性的定性研究，在此期间通过与教师教育者进行一对一访谈和与职前教师进行的焦点小组访谈收集了数据。对参与的教学大学/学院进行了文献分析，以证实采访中收集的数据。在位于努尔苏丹，帕夫洛达尔和阿拉木图市的哈萨克斯坦五个职前教师培训机构中收集了数据。三所教育大学和两所大学参加了这项研究。在每所大学/学院中，对五位教师教育者进行了采访，以及一个由五个参加了教师培训计划的学生组成的焦点小组。使用归纳主题内容分析对数据进行分析。在主要发现中，哈萨克斯坦的教育大学没有为招生前教师的包容性（即开发包容性课程，课程和课程）制定连贯和明确的策略。职前教师实习将要求使职前教师接触包容性教室环境。因此，建议教师培训机构优先培训教师教育者，并开发有关全纳教育的专门课程。在主要发现中，哈萨克斯坦的教育大学没有为招生前教师的包容性（即开发包容性课程，课程和课程）制定连贯和明确的策略。职前教师实习将要求使职前教师接触包容性教室环境。因此，建议教师培训机构优先培训教师教育者，并开发有关全纳教育的专门课程。在主要发现中，哈萨克斯坦的教育大学没有为招生前教师的包容性（即开发包容性课程，课程和课程）制定连贯和明确的策略。职前教师实习将要求使职前教师接触包容性教室环境。因此，建议教师培训机构优先培训教师教育者，并开发有关全纳教育的专门课程。