Exploring Lecturers' Perspectives on Inclusive Elementary School Mentoring Programs based on University-School Collaborative Partnerships in Indonesia


Department of Elementary School Teacher Education, Universitas Djuanda, Indonesia.


Megan Asri Humaira

Department of Elementary School Teacher Education, Universitas Djuanda, Indonesia.


Reza Rachmadtullah

Department of Elementary School Teacher Education, Universitas PGRI Adibuana, Indonesia.


Achmad Samsudin

Department of Physics Education, Universitas Pendidikan Indonesia, Indonesia.


Muhammad Nurtanto

Department of Mechanical Engineering Education, Universitas Sultan Ageng Tirtayasa, Indonesia.


DOI: https://doi.org/10.20448/jeelr.v9i4.4202

Keywords: Collaborative, Inclusive elementary school, Indonesia, Mentoring program, Partnership, University-school.


The purpose of this research was to explore lecturers’ perspectives on the mentoring programs conducted by inclusive elementary schools based on university-school collaborative partnerships (USCP). The government has not fully addressed the problems faced in providing inclusive education in elementary schools in Indonesia. It is necessary to involve all parties, including universities, to help solve these problems. Universities should play an important role in the implementation of inclusive education through practical ventures such as continuous mentoring programs to enable positive outcomes in inclusive elementary school education. Data were collected using in-depth interviews with seven lecturers from universities in Indonesia that have teacher education faculties. The data were analyzed using thematic analysis. The results provided insight into three areas of interest, namely the forms of mentoring activities, collaboration with inclusive elementary schools and the benefits of mentoring. An inclusive elementary school mentoring program based on university-school collaborative partnership is one that should produce mutual benefits for both parties. Universities are seen to be in a position to help inclusive elementary schools solve problems and provide appropriate solutions so that the implementation of inclusive education in elementary schools can follow government regulations. The government as the policy maker can be actively involved in evaluating inclusive education programs so that more flexible regulations can be introduced.


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