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Abstract Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities. 相似文献
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Abstract In order to gain insight into preservice teachers' beliefs about planning for mathematics instruction, a study was carried out involving K‐8 teacher candidates enrolled in an elementary mathematics methods course. Doyle's (1992) notion of academic task and the research on pedagogical content knowledge served as the theoretical framework for this study. The teacher candidates submitted lesson plans at three intervals during a semester‐long methods course; the lesson plans were then coded based on candidates' planned uses of academic tasks. Analyses of the data revealed trends in these teacher candidates' design of academic tasks over the course of the semester. Recommendations and implications are pre‐sented highlighting the benefits of incorporating the knowledge base on academic task into a mathematics methods course as a means to con‐tribute to teacher candidates' developing pedagogical content knowledge via their designing of academic tasks in lesson planning. 相似文献
3.
Angela C. Baum Paula McMurray‐Schwarz 《Journal of Early Childhood Teacher Education》2013,34(3):147-155
Abstract The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research. 相似文献
4.
Randi B. Wolfe Francine C. Falk‐Ross 《Journal of Early Childhood Teacher Education》2013,34(2):157-165
Abstract Undergraduate pre‐service teachers enrolled in the first professional semester of an early childhood teacher preparation program were assigned clinical placements in schools with diverse student populations. Pretest and posttest self‐report questionnaires and focus group discussions were used to gain insight into the impact of the experience. Quantitative and qualitative analysis of the feedback indicate that early clinical placements in diverse settings can positively impact student attitudes toward children of religious and cultural groups different from their own. Such experiences can also impact student views of priorities in teacher education. Implications for teacher preparation programs are offered. 相似文献
5.
《The Journal of educational research》2012,105(5):366-370
ABSTRACT The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs. 相似文献
6.
Abstract For more than 2 decades, professional, state, and federal agencies have adopted educational standards aimed at improving mathematics instruction. One way of measuring the success of these adopted standards is to examine their impact on the mathematics attitudes and beliefs of students who received their education during this reform period. How teachers approach and implement these mathematics standards is heavily influenced by what they believe about mathematics content and pedagogy. For those who seek to improve mathematics education, examining beliefs regarding mathematics and the factors that influence those beliefs is imperative. In this paper we explore the persistence of teacher candidates' beliefs in myths despite changing educational standards. The beliefs of 76 current elementary teacher candidates were compared to beliefs of 131 elementary teacher candidates from 1990. The results confirm the pervasiveness and persistence of math myths among female elementary teacher candidates. 相似文献
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Ni Chang 《Journal of Early Childhood Teacher Education》2013,34(1):25-29
ABSTRACTTeaching mathematics in an early childhood program requires mathematical content knowledge and teacher self-efficacy, yet research has shown that early childhood educators often have negative attitudes towards mathematics and feel underprepared to teach mathematical concepts. The study reported here documents the reconceptualization of a graduate, preservice teacher education program, a program designed to address teacher anxiety and increase capacity to teach mathematics in a play-based early childhood setting. The study aimed to investigate: (1) the effectiveness of the mathematics component of the course in equipping teacher candidates to teach mathematics in early childhood, and (2) whether participation in the mathematics component of the course changed teacher candidates’ self-efficacy regarding mathematics. Findings show that both self-efficacy and content knowledge improved when teacher candidates had the opportunity to engage with play-based learning experiences that embed mathematical concepts. Furthermore, the focus on a learning trajectories approach supports the identification of developmental progression points in children’s emerging mathematical understanding, assisting with teacher candidates’ fine-grained observations, assessment of children’s learning, and authentic, individualized planning for learning. 相似文献
8.
Umesh Sharma Sadia Shaukat Brett Furlonger 《Journal of Research in Special Educational Needs》2015,15(2):97-105
This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region. 相似文献
9.
Kimberlee S. Brown Lesley A. Welsh Kristin Haegele Hill Joseph P. Cipko 《Teaching and Teacher Education》2008,24(8):2087-2094
This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates. 相似文献
10.
This qualitative study investigates the development of preservice teachers' attitudes toward people with disabilities during a semester-long unit. Ten students enrolled in a special education teaching elective were interviewed before and after they were engaged in a teaching program designed to expose them to direct, structured interactions with a teaching assistant who was physically disabled. The teaching assistant interacted with students in both small and large group tutorial discussions throughout the semester. Also, students kept a reflective journal on their experiences with people with disabilities throughout the teaching program. Data were collected through the use of semi-structured interviews and journals, and analysis indicated that: (i) students developed a more positive attitude and became more comfortable in interacting with the teaching assistant during the semester, and (ii) learning experience improved their knowledge about disability issues. 相似文献
11.
Kathy Cologon 《International Journal of Inclusive Education》2013,17(11):1155-1173
This study explores reflections of a group of postgraduate early childhood students in relation to their self‐reported attitudes towards inclusive education. Participant self‐reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the Concerns about Inclusive Education Scale (CIES). Data were collected at the commencement and conclusion of a university unit focused on difference and disability. Within this unit, participants undertook individual self‐directed projects in which they identified, researched and provided recommendations to address issues of particular concern to them in relation to inclusive early childhood education. Participants’ written reflections were also examined in the context of the quantitative data in order to provide greater insight into the changing attitudes of pre‐service early childhood teachers over the course of one university semester. The findings of this provide some evidence to suggest that engaging in self‐reflection on attitudes and beliefs, along with developing practical skills for educating children of diverse abilities, may lead to more positive views of inclusive education. Furthermore, the importance of developing confidence in the ability to teach all children is highlighted through the student comments and responses to the ATIES and CIES. 相似文献
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ABSTRACTThis study was conducted to propose and examine a comprehensive model embracing prospective teachers’ beliefs about self, teaching and learning conceptions, and attitudes towards using instructional technologies. Prospective or inservice teachers’ beliefs (from central to peripheral) and attitudes may empower the support of teacher training related to using instructional technologies. Participants were 1208 Turkish prospective teachers from five different universities who participated voluntarily and were selected using convenience sampling. Structural equation modelling analysis showed that prospective teachers’ beliefs about the autonomous self and autonomous–related self positively related to both their constructivist beliefs about teaching and learning and attitudes towards using instructional technologies, whereas the same beliefs negatively related to traditional conceptions of teaching and learning. Moreover, participants’ constructivist beliefs about teaching and learning positively predicted their attitudes towards using instructional technologies. Furthermore, their beliefs about related self positively and unexpectedly predicted their constructivist conceptions and attitudes. Implications are presented considering these results. 相似文献
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Abstract Teacher beliefs influence the implementation of inclusion practices in the classroom. Therefore, the importance of developing positive beliefs during the preservice years cannot be overstated. The purpose of this study was to examine the influence of professional experiences on students’ beliefs about inclusion. This qualitative study was comprised of a series of interviews (group and individual) and analysis of reflective writings for six student teachers. Findings indicated that experiences both professional and personal contribute to the development of the students’ beliefs about inclusion. If these experiences were positive, the preservice teachers were more positively disposed to the concept of inclusion. Therefore, teacher training programs are afforded the opportunity to influence preservice teachers’ development of positive beliefs about inclusion which may ultimately affect the inclusion process. 相似文献
16.
《Critical Studies in Education》2013,54(1):45-62
Abstract The massification of higher education in Australia since the early 1990s has foregrounded issues of access and participation for a range of ‘non‐traditional’ students. Such issues can unsettle academics’ normative assumptions of the learning behaviours of the traditional, ‘ideal’, university student and highlight normative beliefs and practices about teaching and learning. This can be seen most acutely in regard to the increasing numbers of students with disabilities, especially students with ‘hidden’ disabilities such as psychiatric disabilities and learning disabilities. The impacts of these disabilities go to the very core of the business of the academy: cognition, intellectual ability and academic success. Using Smith's (1999) notion of ‘cultural cartography’, this article takes a sociocultural approach to investigate and give voice to the responses of a small number of students with a ‘learning difficulty’ at a regional university about problematic aspects of their teaching and learning experiences. This demonstrated that the after‐effects of access and equity admission polices can play out in deeply personal ways for individual students when normative, behaviourist notions of ability and achievement continue to prevail within higher education environments. Although non‐traditional students are now permitted to enter the academy, this occurs at some personal cost to their feelings of belonging and self‐esteem, and can result in students taking on deficit or helpless positions within the academy. 相似文献
17.
The study examined attitudes towards inclusion and sense of efficacy of 1155 Israeli preservice teachers and variables related to these beliefs. Participants responded to an Options related to inclusion scale, and a Teacher efficacy scale. Findings revealed strong support for the principle of inclusion, yet also support for segregated special education placements. Several concerns regarding inclusion were expressed, which were related to the area of classroom management and teacher instructional skills. Sense of efficacy scores on personal efficacy, social efficacy and efficacy regarding low‐achieving students were higher than those for teaching efficacy. Less support for inclusion was found for students in Arab (Muslim) colleges compared to students in Jewish colleges. These two groups were also different on self‐efficacy scores. The major area of study and experience was associated with the level of support for inclusion and to self‐efficacy scores. The progression in the training programme was associated with increased concerns and less support for inclusion. Female students were more supportive of inclusion than males, and had higher self‐efficacy scores. Implications for preservice education for general and special education students are discussed. 相似文献
18.
Jacqueline R. Guzell Sharon A. Stringer 《Journal of Early Childhood Teacher Education》2013,34(4):227-235
Abstract In a sample of 74 university students studying early childhood and pre‐kindergarten education, researchers assessed the relationships between child development knowledge, complexity of reasoning about development, prior work experience with children, and teacher‐preparation content courses and laboratory courses. There was no statistically significant association between knowledge of child development and complexity of reasoning. The former primarily involves the acquisition of facts about patterns of general change, whereas complexity of reasoning permits caregivers to apply those facts to real‐life care‐giving dilemmas. Child development knowledge was predicted by the number of completed pre‐kindergarten content courses, but not by experience with children. Complexity of reasoning was predicted by both content and laboratory courses, the effects of which were assessed separately. Findings suggest that teacher‐preparation content courses, supplemented by guided experience with children, provide a basic framework for integrating important concepts about children's growth and behavior. 相似文献
19.
Anastasia Vlachou Stella Karadimou Eleni Koutsogeorgou 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):384-399
Background: The inclusion of pupils with special educational needs and disabilities (SENDs) in regular classrooms has been identified as a high priority in many policy documents published by both European and international organisations. Its implementation, however, is influenced by a number of factors, some of which are directly related to the participation and attitudes of different stakeholders, including parents of typically developing children. Parents, as a social group, can act in favour of inclusion or they can support more segregated educational environments.Purpose: The aim of this study was to explore, in a Greek context, the views and beliefs of parents of typically developing children about different aspects of the education of children with disabilities, with a particular focus on inclusion and inclusive education.Method: Interviews were held with 40 Greek parents representing 40 typically developing school-aged children who were educated in six different primary education schools, from the broader area of central Greece. All of the children, at the time of the study, were educated in mainstream classes, in which an in-classroom support system was applied. Open-ended interview questions focused on parents’ views and beliefs about the implementation of inclusive educational programmes. Data were analysed according to the principles of an inductive data-driven approach.Findings: The research findings indicate that most of the participant parents did not feel informed about specific school policy practices relevant to inclusive education; they were not aware of the notion of ‘inclusion’ or approached inclusion from an integrationist point of view. Within this context, they hold positive to neutral attitudes towards inclusion, on the basis that a child with SENDs can cope with the school requirements.Conclusions: This small-scale, exploratory research study suggests the importance of informing and involving parents of typically developing children in efforts to promote more inclusive practices. 相似文献
20.
This study investigated the perceptions and attitudes of teachers in early childhood settings toward social interaction interventions appropriate for young children with disabilities. Participants were 137 teachers working in either self‐contained classroom settings (SC) or inclusive classroom settings (INC). Variables that might interfere with perceived acceptability, feasibility, and current use of interventions were explored. These included theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. Results indicated that SC and INC teachers are strikingly similar in their perceptions of interventions despite literature‐based indications that philosophical and theoretical differences between the two groups might influence attitudes. Implications for consultation practices by school psychologists and related professionals are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 53–63, 2005. 相似文献