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September 10, 2025Journal of Innovation and Research in Primary EducationOpen Access

Enhancing Teacher Competence in Inclusive Early Childhood Education

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Authors

ISIis SolihatiYogyakarta State UniversityHHHermanto HermantoYogyakarta State University

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Implication

Qualitative action research improved teacher competence in inclusive practices, suggesting project-based teaching enhances classroom management.

Key Points

  • Substantial improvements in teacher competence were observed, with performance increases ranging from 30% to 33.34%.
  • Pre-intervention scores of 60-63.33% improved to 90-96.67% by Cycle II, indicating significant skill enhancement.
  • A cyclical approach involving planning, implementation, observation, and reflection was employed in the study.
  • This intervention highlights a practical framework for bridging gaps between theory and practice in inclusive education.

Cite This Study

Solihati et al. (2025) studied this question.

synapsesocial.com/papers/68c1dda254b1d3bfb60fc6fdhttps://doi.org/10.56916/jirpe.v4i3.1931
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Strengthening Preschool Teacher Competencies in Inclusive Classroom Management2025 · 1 citations
  2. 2Kindergarten Teachers’ Competence in Designing Inclusive Lesson Plans through Guided Training2025
  3. 3Enhancing Teachers' Pedagogical Competence in Inclusive Education through Continuous Coaching2025
  4. 4Learning Communities Strengthen Kindergarten Teachers’ Confidence in Inclusive Education2025 · 1 citations
  5. 5Implementation of Inclusive Pedagogy in Elementary Schools2024 · 1 citations