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PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map
According to prior research, teacher readiness and capability are key contributors for successful transition towards disability inclusive education, yet in‐service teacher professional development for disability inclusion remains an under‐researched area. The key objective of this evidence and gap m...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8988775/ https://www.ncbi.nlm.nih.gov/pubmed/36950346 http://dx.doi.org/10.1002/cl2.1201 |
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author | Ahmed, Syeda K. Jeffries, David Chakraborty, Anannya Lietz, Petra Kaushik, Amit Rahayu, Budiarti Armstrong, David Sundarsagar, Kris |
author_facet | Ahmed, Syeda K. Jeffries, David Chakraborty, Anannya Lietz, Petra Kaushik, Amit Rahayu, Budiarti Armstrong, David Sundarsagar, Kris |
author_sort | Ahmed, Syeda K. |
collection | PubMed |
description | According to prior research, teacher readiness and capability are key contributors for successful transition towards disability inclusive education, yet in‐service teacher professional development for disability inclusion remains an under‐researched area. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for disability inclusion focused teacher professional development (TPD) in low‐to‐middle‐income‐countries (LMICs) in the Asia‐Pacific region. As such, it will illustrate different levels of evidence for TPD interventions as well as where there is no evidence (i.e., gaps). In other words, the EGM can make agencies aware where they might be operating in an area that is evidence‐free or evidence‐weak so they can take up interventions that are evidence‐based or collect evidence for the intervention they are presently supporting. Thus, the ultimate goal for the EGM is to assist funders and implementing agencies when making decisions as to how to support LMICs in the region to reach their aim of developing quality teachers for the global inclusive education agenda (target SDG 4.c). |
format | Online Article Text |
id | pubmed-8988775 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-89887752023-03-21 PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map Ahmed, Syeda K. Jeffries, David Chakraborty, Anannya Lietz, Petra Kaushik, Amit Rahayu, Budiarti Armstrong, David Sundarsagar, Kris Campbell Syst Rev PROTOCOL According to prior research, teacher readiness and capability are key contributors for successful transition towards disability inclusive education, yet in‐service teacher professional development for disability inclusion remains an under‐researched area. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for disability inclusion focused teacher professional development (TPD) in low‐to‐middle‐income‐countries (LMICs) in the Asia‐Pacific region. As such, it will illustrate different levels of evidence for TPD interventions as well as where there is no evidence (i.e., gaps). In other words, the EGM can make agencies aware where they might be operating in an area that is evidence‐free or evidence‐weak so they can take up interventions that are evidence‐based or collect evidence for the intervention they are presently supporting. Thus, the ultimate goal for the EGM is to assist funders and implementing agencies when making decisions as to how to support LMICs in the region to reach their aim of developing quality teachers for the global inclusive education agenda (target SDG 4.c). John Wiley and Sons Inc. 2021-11-09 /pmc/articles/PMC8988775/ /pubmed/36950346 http://dx.doi.org/10.1002/cl2.1201 Text en © 2021 The Authors. Campbell Systematic Reviews published by John Wiley & Sons Ltd on behalf of The Campbell Collaboration. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | PROTOCOL Ahmed, Syeda K. Jeffries, David Chakraborty, Anannya Lietz, Petra Kaushik, Amit Rahayu, Budiarti Armstrong, David Sundarsagar, Kris PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map |
title | PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map |
title_full | PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map |
title_fullStr | PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map |
title_full_unstemmed | PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map |
title_short | PROTOCOL: Teacher professional development for disability inclusion in low‐ and middle‐income Asia‐Pacific countries: An evidence and gap map |
title_sort | protocol: teacher professional development for disability inclusion in low‐ and middle‐income asia‐pacific countries: an evidence and gap map |
topic | PROTOCOL |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8988775/ https://www.ncbi.nlm.nih.gov/pubmed/36950346 http://dx.doi.org/10.1002/cl2.1201 |
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