Abstract
Taking into account the effects of integration practices and the coronavirus (COVID-19) epidemic, e-coaching, which handles distance education practices and coaching approach together, came to the fore. With the global epidemic of COVID-19, new ones have been added to the professional competencies of teachers working in integration practices. In this respect, this chapter discusses the professional competencies of teachers working in integration practices and the competencies that they should have in order to use technology and emergency distance education applications. In addition, new approaches have been brought to the agenda with the effect of the epidemic in order to improve the emerging competencies of teachers and to strengthen teachers. Thus, in the new world, e-coaching, which handles distance education practices and coaching approach together, has become important. As a result, it is aimed to address the e-coaching approach, which offers a hybrid perspective to empower teachers working in integration environments in the context of their emerging new competencies.
TopIntroduction: Inclusive Practices
Describe the general perspective of the chapter. End by specifically stating the objectives of the chapter. Inclusive practices are a topic on the international agenda. With the stress laid upon the concept education for all in inclusive practices, full participation and equality of opportunity are aimed by including individuals who have special needs or have different religions, languages, races, genders, socio-economic levels, lives, backgrounds, beliefs, etc. and different needs in education (UNESCO, 2005). In our schools and classes, which are the reflection of our society, there are individual differences among students in the above-mentioned terms. As a result of investigating how quality education can be given to involve all students by paying attention to student diversity in classes, the inclusive pedagogy approach has emerged (Wilde & Avramidis, 2011).
Inclusive pedagogy aims to reach what is appropriate for all children instead of creating learning opportunities and using teaching and learning strategies suitable for most of the children or the average to include children in the general educational life (Florian & Black-Hawkins, 2011; Florian & Rouse, 2009). Moreover, it focuses on the belief that all children develop and learn and can do what they cannot with the adaptations in teaching and learning processes. It is expressed as refusing to separate children as per their learning abilities and the type of their disabilities and requiring using various strategies and formative evaluation techniques to support all children's learning (Florian & Beaton, 2018). Inclusive pedagogy is defined as an approach in which teachers and students work together to create a supportive environment emphasizing social justice and equality of opportunity (Black-Hawkins & Florian, 2012). In brief, inclusive pedagogy can be said to focus on what will be taught and how it will be taught rather than reviewing children who have difficulty in learning over in competencies and concentrating on what will be learned. Finally, it is emphasized that such an approach should be supported by an approach that is adapted to classes and includes providing rich learning opportunities.
Teachers need to adopt a student-centered pedagogical approach that attaches importance to individual differences among students and students' characteristics, learning styles, and abilities (Florian, 2010; Kershner, 2009). Additionally, it should be questioned what knowledge and skills are required for teachers to work with diverse students in inclusive classes (Abu El-Haj & Rubin, 2009; Florian & Linklater, 2010). Diversity and individual differences of students in the classes of teachers who work in inclusive practices have brought about new professional competencies and pedagogical approaches for teachers.
Key Terms in this Chapter
Teacher Empowerment: The practices that make teachers feel motivated, increase their confidence in their knowledge and expertise, and enable them to do what they find appropriate and meaningful for a certain purpose.
Teacher Competency: The knowledge, skills and attitudes required by teachers to fulfill the teaching profession effectively and efficiently.
Learners With Special Needs: Learners who differ significantly from the level expected from their peers in terms of individual characteristics and educational competencies for various reasons.
Inclusive Education: The education that includes everyone, with non-disabled and disabled people and all individuals with different needs learning together in educational environments.
Inclusive Pedagogy: A student-centered approach to teaching that focus on create an including and engaging learning environment to all the students with different needs, backgrounds, learning styles, and abilities in the classroom.
Coaching: The service provided to help people/teachers achieve more effective results by targeting a certain purpose, aiming to improve their leadership, management qualities and skills, professional knowledge and skills, etc.