Publication: Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study
Issued Date
2020-01-01
Resource Type
ISSN
22105328
03116999
03116999
Other identifier(s)
2-s2.0-85082687837
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Mahidol University
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SCOPUS
Bibliographic Citation
Australian Educational Researcher. (2020)
Suggested Citation
Joseph S. Agbenyega, Sunanta Klibthong Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study. Australian Educational Researcher. (2020). doi:10.1007/s13384-020-00380-1 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/54714
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Title
Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study
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Abstract
© 2020, The Australian Association for Research in Education, Inc. Inclusive practice in early childhood education has a critical impact on the overall development and future prospects of all children. However, early childhood teachers’ understanding and delivery of inclusive teaching have been a persistent problem. In this qualitative study, we collected data through interviews and handwritten notes from seven early childhood teachers teaching Kindergarten 3 in three different public kindergartens in one province of Thailand to explore and describe their inclusive teaching experiences. A thematic analysis of the data identified three themes: grappling with the meaning and implementation of inclusion, searching for critical support and a great desire for a transformative practice. Moreover, difficulty understanding and implementing inclusive teaching, and lack of support from school administrators led to some children being marginalised by the teachers’ pedagogical practices. Recommendations are provided for how preschool teachers’ capabilities for inclusive teaching can be developed to work effectively within the new Thai inclusive policy context.