September 20, 2025International Journal of InstructionOpen Access

Teacher Training Programs: The Perspectives of Special Educational Needs (SEN) Teachers

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Authors

MKMeyly KhengUniversity of Debrecen NRNor Amalina Rusli

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Implication

Qualitative analysis reveals systemic challenges and gaps in training for special educational needs teachers, suggesting improvements aligned with inclusive education policies.

Key Points

SEN teachers reported inadequacies in training, highlighting gaps between training content and classroom needs.
Thematic saturation after interviews with thirteen teachers revealed three main challenges: practical alignment, systemic issues, and contextual gaps.
Data analysis using thematic methods uncovered a mix of valuable workshops and feelings of unpreparedness for classroom demands.
The findings underline the need for training programs to be continually updated and well-aligned with educational policies and real classroom experiences.

Cite This Study

Kheng et al. (2025) studied this question.

synapsesocial.com/papers/68d43a00713b0b5dfea79f67 https://doi.org/10.29333/iji.2025.18419a

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Implication

Qualitative analysis reveals systemic challenges and gaps in training for special educational needs teachers, suggesting improvements aligned with inclusive education policies.

Teacher Training Programs: The Perspectives of Special Educational Needs (SEN) Teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

Teacher Training Programs: The Perspectives of Special Educational Needs (SEN) Teachers

Discussion

Member takes

Implication

Key Points

Cite This Study

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