<abstract xmlns="http://www.w3.org/1999/xhtml">

<italic><bold>Introduction:</bold></italic> This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers.
<italic><bold>Methods:</bold></italic> There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen.
<italic><bold>Results:</bold></italic> Reported learning outcomes referred to changes in knowledge related to “Basic Concepts”, “Educational Support and Legislation”, “Assistive Technology”, and “Educational Accommodations”.
<italic><bold>Discussion:</bold></italic> The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers’ dealing with diverse students.
<italic><bold>Limitations:</bold></italic> The results of the study are bound to the project duration and the place of the study.
<italic><bold>Conclusions:</bold></italic> The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education.
</abstract>

Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers.
Methods: There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen.
Results: Reported learning outcomes referred to changes in knowledge related to “Basic Concepts”, “Educational Support and Legislation”, “Assistive Technology”, and “Educational Accommodations”.
Discussion: The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers’ dealing with diverse students.
Limitations: The results of the study are bound to the project duration and the place of the study.
Conclusions: The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education.

Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers.
Methods: There were 10...

Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes

Publié en ligne: 12 juin 2023

Pages: 10 - 29

Reçu: 01 janv. 2022

Accepté: 17 févr. 2022

DOI: https://doi.org/10.2478/atd-2023-0011

Mots clés
interdisciplinary collaboration, inclusive education, assistive technology, visually impaired, science education

© 2023 Tuğba Kamalı-Arslantaş et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes

Publié en ligne: 12 juin 2023

Pages: 10 - 29

Reçu: 01 janv. 2022

Accepté: 17 févr. 2022

DOI: https://doi.org/10.2478/atd-2023-0011

Mots clésinterdisciplinary collaboration, inclusive education, assistive technology, visually impaired, science education

© 2023 Tuğba Kamalı-Arslantaş et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
interdisciplinary collaboration, inclusive education, assistive technology, visually impaired, science education