Fatima DEHIMI (2024) Exploring Teachers’ Perspectives and Practices in Inclusive Education: The Case of Algerian University EFL Teachers.
Scientific Publications
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Abstract
ABSTRACT
Inclusive Education (IE) plays a vital role in providing a better quality education for all students to learn and succeed alongside their peers in regular classes, regardless of their differences, abilities, or disabilities. The current study aimed at exploring English as a Foreign Language (EFL) teachers’ perspectives and practices in IE in various universities across Algeria. It shed light on understanding how these teachers perceive IE in the context of higher education and also on the beliefs, attitudes, and challenges they faced when implementing IE practices in their teaching. The study applied a mixed-methods approach, where both qualitative and quantitative data were gathered through two tools: an online questionnaire and an online semi-structured interview, both targeting EFL teachers. The questionnaire was administered to more than 200 teachers from different Algerian universities, out of which only 35 teachers accepted to take part in the research. Additionally, in-depth, semi-structured interviews were conducted with four EFL teachers during the academic year 2023-2024. The obtained findings revealed that the majority of the participating teachers perceive IE positively, recognizing their students capability for reaching success. In this vein, teachers who have positive attitude toward IE generally create better supportive environments that foster diversity and belonging for all. However, some teachers addressed the challenges that prevented them from implementing IE, including diverse disabilities and the lack of resources and training. Even with these challenges, they still believe that IE can be fostered through strategies like encouraging peer collaboration and ensuring teachers training and professional development. Hence, the four research hypotheses were confirmed. Finally, some implications and practical recommendations were extracted along with some suggestions for future research.
Inclusive Education (IE) plays a vital role in providing a better quality education for all students to learn and succeed alongside their peers in regular classes, regardless of their differences, abilities, or disabilities. The current study aimed at exploring English as a Foreign Language (EFL) teachers’ perspectives and practices in IE in various universities across Algeria. It shed light on understanding how these teachers perceive IE in the context of higher education and also on the beliefs, attitudes, and challenges they faced when implementing IE practices in their teaching. The study applied a mixed-methods approach, where both qualitative and quantitative data were gathered through two tools: an online questionnaire and an online semi-structured interview, both targeting EFL teachers. The questionnaire was administered to more than 200 teachers from different Algerian universities, out of which only 35 teachers accepted to take part in the research. Additionally, in-depth, semi-structured interviews were conducted with four EFL teachers during the academic year 2023-2024. The obtained findings revealed that the majority of the participating teachers perceive IE positively, recognizing their students capability for reaching success. In this vein, teachers who have positive attitude toward IE generally create better supportive environments that foster diversity and belonging for all. However, some teachers addressed the challenges that prevented them from implementing IE, including diverse disabilities and the lack of resources and training. Even with these challenges, they still believe that IE can be fostered through strategies like encouraging peer collaboration and ensuring teachers training and professional development. Hence, the four research hypotheses were confirmed. Finally, some implications and practical recommendations were extracted along with some suggestions for future research.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5054 |
| Date Deposited | 2024-07-03 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5054 |