Analysis Analysis of Pedagogical and Professional Competencies of Elementary School Teachers in Teaching Children with Special Needs in Tangerang Regency
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Abstract
This research is motivated by the urgency of implementing inclusive education in elementary schools which demands teacher readiness. Facts on the ground indicate that many elementary school teachers in Tangerang Regency do not yet possess adequate competencies to handle Children with Special Needs (CWSN) in regular classrooms. This situation has the potential to hinder the learning process and the achievement of optimal development for all students. Therefore, in-depth mapping of teacher competencies becomes a critical step as a basis for formulating strategies to improve the quality of inclusive education.
The objective of this research is to comprehensively analyze the level of pedagogical and professional competencies of elementary school teachers in Tangerang Regency in learning that involves CWSN. This analysis focuses on the ability to design learning, implement differentiated strategies, evaluate learning outcomes, as well as teachers' professional attitudes and commitment in the inclusive context.
This research employs mixed methods with a sequential explanatory design. Quantitative data are collected through questionnaires to broadly map competency levels, followed by in-depth interviews and classroom observations with selected samples to obtain deep qualitative understanding of the challenges and factors influencing these competencies.
The results of this research are: (1) A detailed map or profile of the strengths and weaknesses of elementary school teachers' pedagogical and professional competencies in handling CWSN; (2) A scientific article published in a nationally accredited Sinta journal; and (3) An evidence-based policy brief for the Tangerang Regency Education Office to improve teacher training and mentoring programs in order to enhance the quality of inclusive education services.
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