Attitudes and self-efficacy of Jamaican teachers towards inclusion after co-teaching in an inclusive classroom

Table of Contents

• Chapter 1 Introduction
• Chapter 2 Literature Review
  • 2.0. Introduction
  • 2.1. Attitudes towards inclusion and integration
  • 2.2. Experience of and Exposure to Inclusive Classrooms and SWSN
  • 2.3. Teacher Self-efficacy in Inclusive Teaching
  • 2.4. Co-Teaching
  • 2.5. Conclusion
• Chapter 3 Methodology
  • 3.0. Introduction
  • 3.1 Sampling
  • 3.2 Training
  • 3.3 Procedures
  • 3.4 Instruments
  • 3.5 Threats to Validity
• Chapter 4: Data Analysis and Results and Discussion
  • 4.0 Introduction
  • 4.1 Descriptive Results
  • 4.2 Hypothesis Testing
  • 4.3 Inferential Analysis
  • 4.4 Implementation
• Chapter 5 Conclusion, Recommendations and Limitations
  • 5.0. Conclusion
  • 5.1 Limitations and Recommendations

Objectives and Key Themes

This research aims to evaluate the impact of a 2-week co-teaching training program on Jamaican teachers' attitudes and self-efficacy towards inclusion. The study explores the effectiveness of hands-on experience in promoting inclusive teaching practices and improving teachers' confidence in supporting students with special needs (SWSN).

• Impact of co-teaching training on teacher attitudes and self-efficacy towards inclusion
• Comparison of attitude and self-efficacy gains between teachers with and without prior experience with SWSN
• Effectiveness of co-teaching as a model for fostering inclusive teaching practices
• The role of hands-on experience and mentorship in promoting inclusive teaching
• The potential of co-teaching to address the challenges of inclusion in Jamaican schools

Chapter Summaries

• Chapter 1: Introduction provides a context for the study by highlighting the current state of inclusive education in Jamaica, emphasizing the need for effective teacher training and development.
• Chapter 2: Literature Review examines existing research on teachers' attitudes towards inclusion, the importance of experience and exposure to inclusive classrooms, and the role of co-teaching in fostering self-efficacy and inclusive practices.
• Chapter 3: Methodology details the design and implementation of the study, including participant selection, training program design, data collection methods, and instruments used to assess teachers' attitudes and self-efficacy.
• Chapter 4: Data Analysis and Results and Discussion presents the quantitative findings of the study, analyzing the changes in teachers' attitudes and self-efficacy following the co-teaching training program.

Keywords

The research focuses on inclusive education, teacher training, co-teaching, attitudes, self-efficacy, special needs education, Jamaica, and qualitative research methods. The study uses a mixed-methods approach to explore the effects of co-teaching on teacher attitudes and self-efficacy, shedding light on the potential of hands-on experience and mentorship to facilitate the implementation of inclusive education policies in Jamaica.