Unpacking Pedagogical Knowledge of Inclusive Learning Design Among Indonesian Pre-Service Science Teachers
Abstract
As science classrooms grow increasingly diverse, understanding how pre-service science teachers design inclusive learning has become a critical concern, particularly in the Indonesian context, where teacher preparation for inclusivity remains underdeveloped. The present study explores the pedagogical knowledge of 263 Indonesian pre-service science teachers using an integrated framework of Technological Pedagogical Content Knowledge, Backward Design, and Universal Design for Learning. Employing a mixed-methods sequential explanatory design, we collected quantitative data via surveys and qualitative insights from interviews with 16 participants. The results show that while participants report high levels of conceptual knowledge across all three frameworks, challenges persist in translating that knowledge into practice, especially in differentiating assessments, setting inclusive learning goals and integrating technology responsively. Teaching experience significantly influenced knowledge application, whereas gender and prior interaction with students with special education needs and disabilities did not yield significant differences. These findings highlight the need for structured, practice-based coursework and reflection within teacher education programmes in order to close the gap between inclusive ideals and classroom realities.
Downloads
References
Ahsan, M. T., Sharma, U., & Deppeler, J. M. (2011). Challenges to prepare pre-service teachers for inclusive education in Bangladesh: Beliefs of higher educational institutional heads. Asia Pacific Journal of Education, 32(2), 241–257.
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416. https://doi.org/10.1080/13603110802504903
AlMahdi, O., & Bukamal, H. (2019). Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College. Sage Open, 9(3). https://doi.org/10.1177/2158244019865772
Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88. https://citejournal.org/volume-9/issue-1-09/general/examining-tpack-among-k-12-online-distance- educators-in-the-united-states
Arnaiz-Sánchez, P., De Haro-Rodríguez, R., Caballero, C. M., & Martínez-Abellán, R. (2023). Barriers to educational inclusion in initial teacher training. Societies, 13(2), 31. https://doi.org/10.3390/soc13020031
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147.
Baron, P., R. (2018). Ethical inclusive curricula design: Conversational teaching and learning. South African Journal of Higher Education, 32(6), 326–350. https://doi.org/10.20853/32-6-2987
Benton-Borghi, B. H. (2015). Intersection and impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on twenty-first century teacher preparation: UDL-infused TPACK practitioner’s model. In C. Angeli, & N. Valanides (Eds.), Technological Pedagogical Content Knowledge (Vol. 48, pp. 287–304). Springer. https://doi.org/10.1007/978-1-4899-8080-9_15
Benton-Borghi, B. H. (2016). Universal Design for Learning (UDL) infused Technological Pedagogical Content Knowledge (TPACK) model prepares efficacious 21st-century teachers. In M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Routledge. https://doi.org/10.4324/9781315771328
Braksiek, M. (2021). Pre-service physical education teachers’ attitudes toward inclusive physical education. German Journal of Exercise and Sport Research, 52(1), 1–10. https://doi.org/10.1007/s12662-021-00755-1
CAST. (2018). The Universal Design for Learning Guidelines Version 2.2. 2018–2018. https://udlguidelines.cast.org/
Chen, Y.-H., & Jang, S.-J. (2019). Exploring the relationship between self-regulation and TPACK of Taiwanese secondary in-service teachers. Journal of Educational Computing Research, 57(4), 978–1002. https://doi.org/10.1177/0735633118769442
Cheng, H.-J. (2018). A TL-TPACK model on CSL pre-service teachers’ competencies of online instruction. In H.-J. Cheng (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 280–308). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch013
Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward Design: Targeting depth of understanding for all learners. TEACHING Exceptional Children, 41(5), 6–14. https://doi.org/10.1177/004005990904100501
Cline, K. M., Winhoven, M. M., Williams, V. L., Kelley, K. A., & Porter, B. L. (2023). Backward design to combat curricular expansion in a large, interdisciplinary, team-taught course. American Journal of Pharmaceutical Education, 87(9), 100052. https://doi.org/10.1016/j.ajpe.2022.12.009
Costello, S., & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129–143. https://doi.org/10.14221/ajte.2013v38n4.8
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
Damayanti, A., Lintangsari, A. P., & Kusumawardani, I. N. (2022). Teachers’ efficacy in inclusive teaching: A study on EFL pre-service teachers. Indonesian Journal of Disability Studies, 9(2), 253–263. https://doi.org/10.21776/ub.ijds.2022.009.02.09
Deng, F., Chai, C. S., So, H. J., Qian, Y., & Chen, L. (2017). Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers. Australasian Journal of Educational Technology, 33(3). https://doi.org/10.14742/ajet.3508
Ediyanto, & Kawai, N. (2023). The measurement of teachers’ attitudes toward inclusive education: An empirical study in East Java, Indonesia. Cogent Education, 10(2), 1–13. https://doi.org/10.1080/2331186x.2023.2229014
Ediyanto, Maulida, R., Atika, I. N., & Kawai, N. (2020). The pre-service teachers’ attitudes towards inclusive education: An empirical study in Yogyakarta City, Indonesia. Discourse and Communication for Sustainable Education, 11(1), 65–73. https://doi.org/10.2478/dcse-2020-0007
Eklund, G., Sundqvist, C., Lindell, M., & Toppinen, H. (2020). A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support. European Journal of Special Needs Education, 36(5), 729–742. https://doi.org/10.1080/08856257.2020.1790885
Feila, T. A., Ferrarob, C. A., & Feilc, M. R. (2019). Preservice teachers’ attitudes toward inclusive education before and after student teaching. Journal of Education & Social Policy, 6(3), 8–13. https://doi.org/10.30845/jesp.v6n3p2
Fitrianasari, H., & Budiyanto. (2015). Persepsi guru terhadap penyelenggaraan pendidikan inklusif sesuai latar pendidikan di Kabupaten Blitar [Teachers’ perceptions of the implementation of inclusive education based on educational background in Blitar Regency]. Jurnal Pendidikan Khusus, 7(2).
Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884.
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. http://www.jstor.org/stable/23077052
Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594–601.
Forlin, C., Chambers, D., Loreman, T., Deppeler, J., & Sharma, U. (2013). Inclusive education for students with disability: A review of the best evidence in relation to theory and practice (Report to the Australian Government Department of Foreign Affairs & Trade and Australian Research Alliance for Children and Youth, Canberra). ARACY.
Goddard, C., & Evans, D. (2018). Primary pre-service teachers’ attitudes towards inclusion across the training years. Australian Journal of Teacher Education, 43(6), 122–142. https://doi.org/10.14221/ajte.2018v43n6.8
Harris, J. & Phillips, M. (2018). If There’s TPACK, is There Technological Pedagogical Reasoning and Action? In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2051–2061). Association for the Advancement of Computing in Education (AACE). Retrieved November 3, 2025, from: https://www.learntechlib.org/primary/p/182811/
Hassanein, E. E. A., Alshaboul, Y. M., & Ibrahim, S. (2021). The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar. Heliyon, 7(9), Article e07925. https://doi.org/10.1016/j.heliyon.2021.e07925
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hsu, C.-Y., Liang, J.-C., Chuang, T.-Y., Chai, C. S., & Tsai, C. C. (2021). Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: A study of their structural models and teaching experiences. Educational Studies, 47(6), 734–750. https://doi.org/10.1080/03055698.2020.1729099
Hsu, L., & Chen, Y.-J. (2018). Teachers’ knowledge and competence in the digital age: Descriptive research within the TPACK framework. International Journal of Information and Education Technology, 8(6), 455–458. https://doi.org/10.18178/ijiet.2018.8.6.1081
Issaka, C. A., Nyaaba, M., & Iddrisu, F. A. (2022). Attitudes and concerns of pre-service teachers’ about inclusive education enshrined in the new four-year basic education curriculum in Ghana. European Journal of Education and Pedagogy, 3(1), 89–94. https://doi.org/10.24018/ejedu.2022.3.1.239
Jang, S.-J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564. https://doi.org/10.1007/s10956-010-9222-y
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology &Society, 21(3), 48–59. https://www.jstor.org/stable/26458506
Keka, A. (2024). Primary school teachers’ attitudes, perceptions and self-efficacy regarding students with special educational needs: A comparative study of the education systems in Slovenia and Kosovo. Center for Educational Policy Studies Journal, Article 1591. https://doi.org/10.26529/cepsj.1591
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge framework. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer. https://doi.org/10.1007/978-1-4614-3185-5_9
Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ict integration and student outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848
Lautenbach, F., & Heyder, A. (2019). Changing attitudes to inclusion in preservice teacher education: A systematic review. Educational Research, 61(2), 231–253. https://doi.org/10.1080/00131881.2019.1596035
Levey, S. (2021). Universal Design for Learning. Journal of Education, 203(2), 479–487. https://doi.org/10.1177/00220574211031954
López-Torrijo, M., & Mengual-Andrés, S. (2015). An attack on inclusive education in secondary education. Limitations in initial teacher training in Spain. Journal of New Approaches in Educational Research, 4(1), 9–17. https://doi.org/10.7821/naer.2015.1.100
Maldonado, S. (2022). Moving forward in nursing education using the backward design. Journal of Education, 203(4), 925–930. https://doi.org/10.1177/00220574211070220
Mamlok-Naaman, R. (2024). Diversity and inclusion in science education: Why? A literature review. Center for Educational Policy Studies Journal, 14(1), 13–31. https://doi.org/10.26529/cepsj.1718
Marino, M. T., Sameshima, P., & Beecher, C. C. (2009). Enhancing TPACK with Universal Design for Learning to individualize learning. In P. Mishra, & M. J. Koehler (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for educators (pp. 245–263). Routledge.
Massouti, A. (2021). Pre-service teachers’ perspectives on their preparation for inclusive teaching: Implications for organizational change in teacher education. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1). https://doi.org/10.5206/cjsotl-rcacea.2021.1.10611
Mazzuki, B. D. (2024). Preparing teachers for inclusive education: Pre-service teachers’ knowledge, perceptions and experiences of inclusive pedagogy from teaching practice. Center for Educational Policy Studies Journal, Article 1807. https://doi.org/10.26529/cepsj.1807
McCann, K. H. (2015). Using Technological, Pedagogical, and Content Knowledge (TPACK) to support Universal Design for Learning (UDL): A case study [Doctoral dissertation, University of Hawai’i at Mānoa]. ScholarSpace. http://hdl.handle.net/10125/50998
McGhie-Richmond, D., & Sung, A. N. (2013). Applying Universal Design for Learning to instructional planning: Evidence from the field. Learning Disability Quarterly, 36(4), 195–208.
McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52–55.
Mejia, M., & Sargent, J. M. (2023). Leveraging technology to develop students’ critical thinking skills. Journal of Educational Technology Systems, 51(4), 393–418. https://doi.org/10.1177/00472395231166
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.
Ministry of Education and Culture of Indonesia. (2022). Arah kebijakan PPG Prajabatan 2022 [Pre-service teacher training education 2022 policy direction]. https://ppg.kemdikbud.go.id/prajab/detail-program-kurikulum
Muzdalifah, F., & Billah, H. Z. (2017). Pengaruh efikasi pada sikap guru terhadap pendidikan inklusif [The influence of efficacy on teachers’ attitudes toward inclusive education]. Jurnal Penelitian dan Pengukuran Psikologi, 6(1), 26–34. https://doi.org/10.21009/jppp.061.06
Navarro, S. M. B., Zervas, P., Gesa, R. F., & Sampson, D., G. (2016). Developing teachers’ competences for designing inclusive learning experiences. Educational Technology & Society, 19(1), 17–27. https://www.jstor.org/stable/jeductechsoci.19.1.17
Neiles, K. Y., & Arnett, K. (2021). Backward design of chemistry laboratories: A primer. Journal of Chemical Education, 98(9), 2829–2839. https://doi.org/10.1021/acs.jchemed.1c00443
Nijakowska, J. (2022). Inclusive teaching practices with learners with dyslexia: Face-to-face training-induced changes in foreign language teachers’ self-efficacy beliefs, concerns and attitudes. Center for Educational Policy Studies Journal, 12(4), 129–154. https://doi.org/10.26529/cepsj.1424
Nishio, A., Chano, J., Suzuki, Y., & Iketani, N. (2020). Comparing pre-service teachers’ attitudes toward inclusive education in Thailand and Japan. Creative Education, 11(10), 2096–2105. https://doi.org/10.4236/ce.2020.1110152
Obos, A. I., Aridah, A., & Rusmawaty, D. (2022). Transition to online learning: Implementing the TPACK framework by English teachers due to the COVID-19 pandemic. Journal of Education and Teaching, 4(1), 20–34. https://doi.org/10.51454/jet.v4i1.199
Oleson, A., Mendez, C., Steine-Hanson, Z., Hilderbrand, C., Perdriau, C., Burnett, M., & Ko, A., J. (2018). Pedagogical content knowledge for teaching inclusive design. In L. Malmi, A. Korhonen, R. McCartney, & A. Petersen (Eds.), Proceedings of the 2018 ACM Conference on International Comput- ing Education Research (ICER ‘18) (pp. 69–77). Association for Computing Machinery. https://doi.org/10.1145/3230977.3230998
Ozudogru, M., & Ozudogru, F. (2019). Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables. Contemporary Educational Technology, 10(1), 1–24. https://doi.org/10.30935/cet.512515
Pov, S., Kawai, N., & Nov, S. (2024). Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion. Teaching and Teacher Education, 137, Article 104402. https://doi.org/https://doi.org/10.1016/j.tate.2023.104402
Puliatte, A., Martin, M., & Bostedor, E. (2021). Examining preservice teacher attitudes and efficacy about inclusive education. SRATE Journal, 30(1), 1–10. https://www.srate.org/JournalEditions/Volume30-1/PDF/Puliatte_Examaning_Preservice.pdf
Putri, Y., & Hamdan, S. R. (2021). Sikap dan kompetensi guru pada pendidikan inklusi di sekolah dasar [Teachers’ attitudes and competencies in inclusive education at elementary schools]. Jurnal Pendidikan Inklusi, 4(2), 146–160. https://doi.org/10.26740/inklusi.v4n2.p138-152
Qandhi, F. F., & Kurniawati, F. (2018). Pre-service teachers’ attitudes toward inclusive education. In D. R. Bintari, S. R. R. Pudjiati, S. R. Asih, S. Y. Indrasari, D. C. Pelupessy, F. Fausiah, D. E. Purba, & B. Takwin (Eds.), Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018) (pp. 588–601). Atlantis Press.
Raman, A. (2014). TPACK confidence of pre-service teachers in Universiti Utara Malaysia. Mediterranean Journal of Social Sciences, 5(22), 167–175. https://doi.org/10.5901/mjss.2014.v5n22p167
Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on universal design educational models. Remedial and Special Education, 35(3), 153–166. https://doi.org/10.1177/0741932513518980
Roig-Vila, R., Mengual-Andrés, S., & Quinto-Medrano, P. (2015). Primary teachers’ technological, pedagogical and content knowledge. Comunicar, 23(45), 151–159. https://doi.org/10.3916/C45-2015-16
Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development (ASCD).
Rouse, M. (2008). Developing inclusive practice: A role for teachers and teacher education? Education in the North, 16(1), 1–20. https://www.abdn.ac.uk/education/research/eitn/journal/46/
Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(Pt 1), 121–135. https://doi.org/10.1348/000709909X466334
Sanger, C. S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In C. S. Sanger & N. W. Gleason (Eds.), Diversity and Inclusion in Global Higher Education: Lessons from Across Asia (pp. 31–71). Springer Singapore. https://doi.org/10.1007/978-981-15-1628-3_2
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67–80. https://doi.org/10.1016/j.chb.2017.11.003
Sharma, U., Ee, J., & Desai, I. (2003). A comparison of Australian and Singaporean pre-service teachers’ attitudes and concerns about inclusive education. Teaching and Learning, 24(2), 207–217.
Shevchenko, Y. M., Dubiaha, S. M., Melash, V. D., Fefilova, T. V., & Saenko, Y. О. (2020). The role of teachers in the organization of inclusive education of primary school pupils. International Journal of Higher Education, 9(7). https://doi.org/10.5430/ijhe.v9n7p207
Sokal, L., & Sharma, U. (2017). Do I really belong here? Using a model of social cognitive career theory to explore perceptions of belonging, preservice teachers’ efficacy, and career commitment in inclusive education. Teaching and Teacher Education, 66, 10–20.
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in Universal Design for Learning on lesson plan development. Remedial and Special Education, 28(2), 108–116.
Subban, P., & Mahlo, D. (2016). ‘My attitude, my responsibility’ investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria. International Journal of Inclusive Education, 21(4), 441–461. https://doi.org/10.1080/13603116.2016.1197322
Suprihatiningrum, J. (2023). TPACK – UDL Scale for science teachers: Construction, validation, and reliability. Randwick International of Education and Linguistics Science Journal, 4(2), 339–354. https://doi.org/10.47175/rielsj.v4i2.648
Suprihatiningrum, J., Palmer, C., & Aldous, C. (2022). The orthodoxy of special education among public, private, and Islamic secondary schools providing inclusive education. Jurnal Pendidikan Agama Islam, 19(1), 55–68. https://doi.org/10.14421/jpai.2022.191-05
Suprihatiningrum, J., Wijayanti, A., Salam, F. W., & Hidayah, M. A. (2024). Scale for pre-service science teachers’ knowledge in designing inclusive learning: Construction, validation, and reliability. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2), 577–592. https://doi.org/10.22437/jiituj.v8i2.33958
Tindall, D., MacDonald, W., Carroll, E., & Moody, B. (2015). Pre-service teachers’ attitudes towards children with disabilities: An Irish perspective. European Physical Education Review, 21(2), 206–221. https://doi.org/10.1177/1356336X14556861
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46-60. https://doi.org/10.14742/ajet.3504
Tuncay, A. A., & Kizilaslan, A. (2022). Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey [Article]. European Journal of Special Needs Education, 37(2), 309–322. https://doi.org/10.1080/08856257.2021.1873524
Wang, R.-J., & Shih, Y.-H. (2022). Improving the quality of teacher education for sustainable development of Taiwan’s education system: A systematic review on the research issues of teacher education after the implementation of 12-year national basic education. Frontiers in Psychology, 13(921839), 1–12. https://doi.org/10.3389/fpsyg.2022.921839
Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). ASCD.
Yurdakul, I. K. (2018). Modeling the relationship between pre-service teachers’ TPACK and digital nativity. Educational Technology Research and Development, 66, 267–281. https://doi.org/10.1007/s11423-017-9546-x
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
