[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591852-105":59,"doc-detail-591852-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-professional-competence-of-teachers-in-inclusive-practice-and-their-advice-for-prospective-teachers","THE PROFESSIONAL COMPETENCE OF TEACHERS IN INCLUSIVE PRACTICE AND THEIR ADVICE FOR PROSPECTIVE TEACHERS","","This study identifies teachers’ professional competence development related to inclusive practice and compiles their advice for prospective teachers. A parallel mixed-methods design is used, combining a quantitative component employing “The Development of the Professional Competencies Scale” with a qualitative component using a semi-structured interview form. Descriptive statistics summarize quantitative results, while content analysis is applied to qualitative data. Findings show moderate inclusion-related competencies, no gender differences, and education for inclusion as a key factor; age, branch, and students’ disability type are not significant, and teachers offer guidance on development and inclusive arrangements.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-professional-competence-of-teachers-in-inclusive-practice-and-their-advice-for-prospective-teachers/591852/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-professional-competence-of-teachers-in-inclusive-practice-and-their-advice-for-prospective-teachers/591852.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the research described in the article?","Question",{"text":112,"@type":113},"To identify teachers’ professional competence development regarding inclusive practice and to collect teachers’ advice for prospective teachers about inclusive practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design and instruments are used?",{"text":117,"@type":113},"A parallel mixed-methods design is applied. Quantitative data use “The Development of the Professional Competencies Scale,” and qualitative data use a semi-structured interview form.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings are reported about teachers’ inclusion-related professional competence?",{"text":121,"@type":113},"Teachers’ inclusion-related professional development competencies are moderate. Competencies do not differ by gender, and education for inclusion is an important factor determining competence levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591852,1792761477,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10.18488/journal.137.2021 .52.57.74 Vol. 5, No. 2, 57-74.  \n© 2021 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nTHE PROFESSIONAL COMPETENCE OF TEACHERS IN INCLUSIVE PRACTICE AND THEIR ADVICE FOR PROSPECTIVE TEACHERS  \nSerdal DENİZ1+  \n Serife Senay İLİK2  \n1Kayseri University, Faculty of Health Sciences, Department of Child Development, Turkey.  \nEmail: [serdaldeniz1@gmail.com](serdaldeniz1@gmail.com) Tel: 00905071176527  \n2Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education, Department of Special Education, Turkey.  \nEmail: [senayilik@gmail.com](senayilik@gmail.com) Tel: 00905065134709  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 8 September 2021  \nRevised: 4 October 2021  \nAccepted: 27 October 2021  \nPublished: 16 November 2021  \nKeywords  \nInclusion  \nBranch teachers Professional competence Advice  \nMixed method Teacher candidates.  \nThis research was carried out to identify teachers’ professional competence development about inclusive practice and their advice for prospective teachers about this practice. Parallel Mixed-Methods Design was used in this study. In the quantitative research part of this study, ‘The Development of the Professional Competencies Scale’ about Inclusion for teachers was used. Also, In the qualitative research part a Semi-Structured Interview Form was used to learn the recommendations of teachers who work in inclusive practices to prospective teachers about these practices. In this research, for data analysis in quantitative research part; percentage, frequency and arithmetic mean took part in descriptive statistics were used. Regarding the qualitative part, content analysis was implemented. As a result of this study, it was found out that teachers' professional development competencies related to inclusion were moderate, teachers' professional development competencies for inclusion didn’t differ according to gender, teachers' getting education for inclusion was an important factor which determines teachers' professional development competencies for inclusion, and it has been determined that teachers' age, branches, the type of disability of their students are not important factors on their professional development competencies for inclusion. Teachers, about inclusion practices, teacher candidates; They provided advice on professional development, special education content information, arrangements for students, cooperation with staff, parent training, IEP training and integration adaptations.  \nContribution/Originality: This study contributes to the existing literature in terms of revealing the professional competencies of teachers about inclusion practices. In addition, revealing the recommendations of the teachers about the inclusion practices in line with their professional experience will make the teacher candidates more professionally successful in the inclusion practices.  \n1. INTRODUCTION  \nInclusion is special education implementations based on the principle that individuals with special educational needs continue their education and training together with their normally developing peers in state and private education institutions (MEB, 2017) . The aim of inclusive education is to enable students with special needs to interact with students with normal development at all levels of education and to benefit from educational activities (MEB, 2017) . Through inclusive education, students with special needs can maximize the integration of them into the society by improving their social development, self-care, language, and communication skills, as well as their academic activities (MEB, 2017) . Sustainability of inclusive education in schools depends on many factors.  \nUndoubtedly, the most important of these factors is teachers. Teachers are expected to be able to respond to the needs of children who h","cbCaidT56DSwlAV6","https://ap.wps.com/l/cbCaidT56DSwlAV6","pdf",435301,18,"English","# ABSTRACT\n# 1. INTRODUCTION","[{\"question\":\"What is the purpose of the research described in the article?\",\"answer\":\"To identify teachers’ professional competence development regarding inclusive practice and to collect teachers’ advice for prospective teachers about inclusive practice.\"},{\"question\":\"What research design and instruments are used?\",\"answer\":\"A parallel mixed-methods design is applied. Quantitative data use “The Development of the Professional Competencies Scale,” and qualitative data use a semi-structured interview form.\"},{\"question\":\"What key findings are reported about teachers’ inclusion-related professional competence?\",\"answer\":\"Teachers’ inclusion-related professional development competencies are moderate. Competencies do not differ by gender, and education for inclusion is an important factor determining competence levels.\"}]","THE PROFESSIONAL COMPETENCE OF TEACHERS IN INCLUSIVE PRACTICE AND THEIR ADVICE FOR PROSPECTIVE TEACHERS | PDF",1792073346,45]