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One of the current concerns of Romanian educational trainers/decision makers in education is the competence profile of the inclusive teacher in compulsory mainstream education. It includes specific and methodological knowledge, skills, and attitudes that enable him/her to carry out the pedagogical process for students with special educational needs (SEN) in order to create a specific and stimulating environment for learning. The studies show that the majority of teachers in the Romanian mainstream education system have insufficient knowledge regarding the implementation of the didactic process in classes of students with SEN, with mostly negative attitudes; moreover, younger teachers have a higher level of professional skills required to work with SEN students; however, although their attitude towards inclusive education is positive, if they had the choice, they would not include students with SEN. The causes of this reluctance are the insufficient emphasis on training for inclusive education in teacher training (at least in initial training), but also certain specificities of the context in which teaching takes place in mainstream schools, such as a large number of students in a class, the lack of a school counselor/support teacher in some schools, and the inefficiency in the implementation of certain teacher training programs due to the predominance of the theoretical aspect to the detriment of the practical. The solution to empowering teachers to work with students with special educational needs lies in their quality training for inclusive education as part of initial teacher education. In this sense, examples of good practice for inclusive education can be included in certain subjects of the psycho-educational training module and the pedagogical practice must have a clearly defined component focused on working with SEN students. Our approach aims to propose, based on theoretical considerations, a model for initial teacher training that aims to enable future teachers to work with SEN students and implicitly overcome their reluctance in this area.

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Initial Teacher Training for Inclusive Education and Gamification

  • 章节

  • 发表日期：

    2025年

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  • Ioana Boghian,
  • Venera-Mihaela Cojocariu

摘要

One of the current concerns of Romanian educational trainers/decision makers in education is the competence profile of the inclusive teacher in compulsory mainstream education. It includes specific and methodological knowledge, skills, and attitudes that enable him/her to carry out the pedagogical process for students with special educational needs (SEN) in order to create a specific and stimulating environment for learning. The studies show that the majority of teachers in the Romanian mainstream education system have insufficient knowledge regarding the implementation of the didactic process in classes of students with SEN, with mostly negative attitudes; moreover, younger teachers have a higher level of professional skills required to work with SEN students; however, although their attitude towards inclusive education is positive, if they had the choice, they would not include students with SEN. The causes of this reluctance are the insufficient emphasis on training for inclusive education in teacher training (at least in initial training), but also certain specificities of the context in which teaching takes place in mainstream schools, such as a large number of students in a class, the lack of a school counselor/support teacher in some schools, and the inefficiency in the implementation of certain teacher training programs due to the predominance of the theoretical aspect to the detriment of the practical. The solution to empowering teachers to work with students with special educational needs lies in their quality training for inclusive education as part of initial teacher education. In this sense, examples of good practice for inclusive education can be included in certain subjects of the psycho-educational training module and the pedagogical practice must have a clearly defined component focused on working with SEN students. Our approach aims to propose, based on theoretical considerations, a model for initial teacher training that aims to enable future teachers to work with SEN students and implicitly overcome their reluctance in this area.