Factors Influencing Competency in Inclusive Education: An Analysis Based on the Outcome-Based Education (OBE) Model
Abstract
higher education, affects preschool students inclusive education competency to advance inclusive education in China and educate qualified
teachers. The study found that OBEs evaluation methods and comprehensive development significantly and positively affect beliefs about
inclusive education competence, emotional care and support, and professionalism. Outcome-Based Education (OBE) learning objectives, personalized learning, professional practice and application, evaluation approach, feedback and improvement, and educational support variables
positively affect inclusive education competence observation and evaluation. These factors, coupled with OBE integrative growth, positively
impact persistence, learning, and integrative education competency. These findings provide a technique to improve preschoolers inclusive
education skills and advance Chinas inclusive education.
Keywords
Full Text:
PDFReferences
[1] Ennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and
classroom outcomes. Review of Educational Research, 79(1), 491-525.
[2] Avramidis, E., & Norwich, B. (2010). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of
Special Needs Education, 17(2), 129-147.
[3] Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
[4] Haines, S. J., McCart, A. B., & Turnbull, A. P. (2013). Family Engagement within Early Childhood Response to Intervention. Early
Childhood Education Journal, 41(6), 459-465.
[5] Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive Education: Supporting Diversity in the Classroom. Routledge.
[6] Sharma, U., & Sokal, L. (2016). Can teachers self-reported efficacy, concerns, and attitudes toward inclusion scores predict their actual
inclusive classroom practices? Australasian Journal of Special Education, 40(1), 21-38.
[7] Brown, A. (2018). The impact of professional development on teacher collaboration. Journal of Educational Research, 112(4), 345-360.
[8] Clark, M. (2016). Changing beliefs: The effect of professional development on teachers' attitudes towards inclusive education. Educational Review, 68(2), 123-137.
[9] Miller, D., & Glover, D. (2021). The role of training in teacher professional growth. Professional Development in Education, 47(2), 198-
213.
[10] Yang Tingting, Yu Jianwei. (2022). Analysis of factors influencing the development of students' competence in integrated education in
specialised colleges. Educational Inquiry, 38(12), 29-34. 3.
[11] Ciples, Policy & Practice, 29(1), 1-21.
DOI: http://dx.doi.org/10.70711/wef.v2i7.5776
Refbacks
- There are currently no refbacks.