الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 138
Personal epistemologies, definable as the latent personal belief system, are implicated in teachinglearning processes. These implicit assumptions influence decisions and pedagogical practices
(Hofer & Pintrich, 2001) considered privileged components in the investigation of teaching practice
(Di Tore, 2022). In this regard, this study aims to detect the personal epistemologies of pre-service
teachers concerning the concept of Inclusion in relation to the innovative model of active teaching
Flipped Inclusion, under experimentation at the University of Salerno since 2014. Participants (=
498 pre-service teachers) were selected by the simple random sampling method from the of the
Specialization Course for teachers in training. The data was analysed with the help of Artificial
Intelligence, Text Mining and Latent Semantic Indexing (LSI) techniques.
(5) Algolyalat, A.; Alodat, A.; Muhidat, M.; and Almakanin, H. (2023). Perspectives of Students
with Disabilities on Inclusive Education Challenges in Higher Education: A Case Study of a
Jordanian University. TEM Journal, 12 (1):406-413.
DOI:10.18421/TEM121-50
This study aimed to identify potential challenges of implementing inclusive education practices at
X University, Jordan, as perceived by students with disabilities. The study used a qualitative case
study methodology by interviewing ten students with sensory and physical disabilities. Semistructured interviews and descriptive coding strategies were used to collect and analyze the data.
The findings identified five themes that represented the main challenges with inclusive educational
practices faced by the students with disabilities at the university: physical environment,
modifications, personal attitudes, assistive technologies, support, and administrative procedures.
This study suggests a set of recommendations that could provide the best inclusive education
practices in Jordanian universities.
(6) Ianniello A., Alodat A.M., Corona F., (2022). Towards Inclusive Education: A Correlational
Study on a Sample of Italian Pre-Service Teachers' Personal Values and Attitudes. Italian Journal
of Health Education, Sports, and Inclusive Didactics, 6(4).
DOI: https://doi.org/10.32043/gsd.v6i4s.901
The research investigates the hypothesis that teachers' attitudes toward inclusive education may be
related to their value priorities. Specifically, it is hypothesized that some teachers' personal values
correlate positively with their attitudes toward inclusive education. The study, conducted during a
pre-service teacher training course, involved a sample of 647 student teachers. The Portrait Values
Questionnaire (PVQ-RR) (Schwartz, 2012) and the Multidimensional Attitudes Toward Inclusive
Education Scale (MATIES) (Mahat, 2008). A bivariate linear regression analysis was performed
to detect the correlation between the two variables examined statistically. The bivariate statistical
analysis confirms a significant positive relationship between the values of Self-transcendence and
Openness to Change with the attitudes of pre-service teachers toward inclusive education. It
emerged that the more a teacher approves of these values, the more she tends to favor attitudes
related to inclusive education. The results of this study suggest that values should be considered in
teacher training programs to improve the implementation of inclusive education policies.
(7) Almakanin, H.; Alodat, A.; AlAdwan, D.; Alhiari, G. (2022). Students with Disabilities'
Attitudes in the Jordanian University Community Towards Distance Learning and the Level of
their Interactions with it During the COVID-19 Pandemic. Dirasat: Human and Social Sciences, 49
(6) Supplement1:211-225.
DOI: https://doi.org/10.35516/hum.v49i6:.4003
This study aims to identify the attitudes of students with disabilities in the Jordanian universities
community in the center towards distance learning and the level of their interactions with it during
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