关键词
专业发展、教师培训、信息通信技术、全纳教育、数字叙述、特殊教育需求
摘要
本文介绍了一项探索性研究的成果，即特殊教育教师如何基于工作坊形式理解数字化叙述、促进与全纳教育相关的专业发展。该研究评估了学习和包容智能生态系统平台(SELI) 通过工作坊形式的数字化叙述过程中支持教师的可用性。研究中我们采纳了聚敛式平行混合研究设计方法，研究对象是多米尼加共和国的 47 名与残障人士一起工作的高中教师。研究结果表明，SELI 智能学习平台在基于工作坊的数字化叙述的教学过程中表现出良好的可用性，可为教师提供支持。此外，研究中还针对基于工作坊的数字化叙述如何促进教师的专业发展以促进全纳教育，提出了两个话题，分别为: 1. 通过数字化叙述的表达、聆听和学习；2. 通过数字叙事推动变革，创造更具包容性的环境。教师们对数字化叙事的实施持乐观态度。此外，教师作为变革推动者，也反映了数字叙事通过建立有意义的学习和促进有影响力的实践，对课堂包容性的潜在影响。
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技术信息
收到: 16-09-2021
修订: 24-11-2021
公认: 03-12-2021
OnlineFirst: 01-02-2022
发布日期: 01-04-2022
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被引用
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引述 Scopus
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Ozgur Yasar-Akyar, Ankara (土耳其)
