ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses on the theme of teachers’ perceptions, experience, and learning. It examines teachers’ perceptions, experiences, and challenges in the use of design thinking in a Singapore school. The book shows that teachers had neutral attitudes and that inclusive perceptions were predicted by teachers’ confidence in teaching, while other factors, such as experience and level of training special educational needs support, accounted for a large proportion of the variance in ratings of inclusive perceptions. It provides interesting cases for a more detailed understanding of the role of teachers and the impact of their thinking and practice. The researchers found that the Chinese teachers were more highly motivated as a result of positive perceptions of what the scheme enabled them to do in learning from the students as well as enhancing the quality of their supervision.
