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1.
This article recounts the findings of a study that investigated pre-service teachers’ attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in South Africa completed the Sentiments, Attitudes and Concerns about Inclusive Education Scale. They were all being prepared to teach at either the primary (41%) or secondary (59%) level of education. Pre-service teachers’ mean scores on the sentiments scale increased following the intervention (p < 0.001), as did the mean scores on the attitudes scale (p < 0.001). However, mean scores related to their concerns decreased (p = 0.01). With respect to the latter finding, as a result of the intervention the pre-service teachers became more worried about resources to support inclusive education (p < 0.001), the reality of large classes (p = 0.01) and their workload (p = 0.04). Recommendations based on the research findings are made, suggesting that the quality of courses on inclusive education should be enhanced in higher education institutions.  相似文献   

2.
《师资教育杂志》2012,38(5):509-522
Inclusive education is the most advanced form of recognition of the right to education. Mexico has made important legal and administrative changes to foster inclusion since the end of the twentieth century. This research assesses the impact of the Mexican pre-service teacher curriculum on 813 pre-service teachers’ sentiments, attitudes and concerns towards inclusion and their perceived self-efficacy to educate students with disabilities. It employs two internationally validated questionnaires: The Sentiments, Attitudes and Concerns about Inclusive Education Revised Scale and the Teacher Efficacy for Inclusive Practices scale. Comparisons made across area of training, time in the programme, policy knowledge, interaction with people with disabilities and experience show that special education pre-service teachers in the last years of the programme have the most positive perspectives, while preschool teachers have the least positive ones.  相似文献   

3.
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   

4.
Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers’ attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers’ attitudes by examining total inclusion scores, positive affect, training and perceived competence, and negative affect. Three-hundred and forty-two participants from a metropolitan Australian University studying primary school education completed the Teacher Attitudes to Inclusion Scale (adapted). Comparisons were made between participants who had received training on special education, compared with those who had not. The analyses revealed that overall, studying an elective unit on inclusive education had a positive influence over pre-service teachers’ attitudes. It was found that teaching experience had a significantly negative impact on pre-service teachers’ attitudes. The present study demonstrates the vital role that training institutions play in developing appropriate attitudes to inclusive education with significant issues around teacher training being examined. The research has important implications for training institutions, with future research being discussed.  相似文献   

5.
This study reports on findings from a research project that investigated the extent to which pre-service teachers at a major metropolitan Australian university engage with research, and the factors that influence their level of engagement or disengagement. Results from survey responses (n = 235) and focus group interviews suggest that attitudes towards research are more positive among pre-service teachers who possess research experience and those who are intrinsically motivated with respect to their university studies. The article discusses the implications of these results for the effective organisation and promotion of research activities for pre-service teachers.  相似文献   

6.
This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two‐part questionnaire was used in this study. Part one gathered information relating to personal and professional characteristics of the teachers. Part two was a 16‐item Likert scale titled, Attitudes towards Inclusive Education Scale. The major finding of the study was that the teachers in Delhi had positive attitudes towards the inclusion of students with special needs. This study also indicated that the teachers who were more positive about inclusive education were male, younger teachers (less than 40 years of age), less experienced (less than 10 years) and had postgraduate qualifications. In addition, the teachers who had a contact with a person with a disability and those who did not have a focus on disability during their preservice teacher education programmes were more positive towards inclusive education.  相似文献   

7.
Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers’ self-efficacy. The purpose of the study is to examine prospective teachers’ teaching beliefs toward differentiated instruction and teaching efficacy. Using a sequential mixed methods design that contains a questionnaire, focus group interviews, and individual interviews, prospective teachers undertaking a 13-session course regarding differentiated instruction as offered by a local university in Hong Kong participated in the study from January to April 2013. Changes in teaching beliefs regarding differentiated instruction as well as teaching efficacy levels were found. More positive attitudes toward differentiated teaching were found; however, there existed different concerns including class management and conflicts with personal teaching beliefs. These concerns may be related to practical experiences and confidence as well as expectations upon students. Implications for future course development and research are discussed at the end of the paper.  相似文献   

8.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed.  相似文献   

9.
Teachers’ attitudes have been identified as being vital to the success of inclusive education (IE). With pre-school student populations becoming increasingly diverse, and many children experiencing this as their first involvement in formal education, the attitudes towards IE of pre-school teachers are more important than ever. This study investigated pre-service pre-school teachers in an attempt to identify the factors that contribute to the formation of positive attitudes towards IE in this population. Participants were 139 undergraduate and postgraduate early education students studying at a metropolitan university in Australia. Results indicated that participants generally held positive attitudes towards IE, despite having concerns regarding their ability to implement the construct. Attitudes did not significantly vary through years of study of the undergraduate degree; however, postgraduate participants reported significantly lower attitudes. While those who completed a tertiary-level unit on IE were significantly more likely to display positive attitudes, neither personal experience with persons with special needs nor practical classroom experience significantly influenced attitudes. Experience, however, was found to significantly increase perceptions of self-efficacy. Findings imply the presence of unique factors associated with the attitudes of pre-service pre-school teachers. Implications for the structure of pre-service pre-school education programmes and directions for future research are discussed.  相似文献   

10.
This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive education both before and after their course. Items were selected from the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised and Teacher Efficacy for Inclusive Practices scales that were of relevance to the objectives of this study. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control. The small amount of change in areas that teachers felt were not under their control may indicate that whatever change initiatives are put in place, they need to be holistic and systemic.  相似文献   

11.
There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n = 323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n = 97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes.  相似文献   

12.
The article presents results of a study on the correlation between value preferences and attitudes towards individuals with a disability. Five hundred and eighty respondents took part in the research, among them 300 special needs teachers (SNT) and 280 general teachers (GT). Attitudes towards Individuals with a Disability Scale and Brzozowski’s Scheler Value Scale were used in the research. Significant correlations (Pearson’s r) between attitudes towards individuals with a disability and value preference were found only in the group of SNT and solely in terms of vital values. Canonical analysis showed significant complex correlations between value preferences and attitudes towards individuals with disability in SNT. Preference for the lower values and the rejection of the higher values correlate with ambivalence and with negative attitudes towards individuals with a disability. In the case of GT, the canonical variable is not statistically significant.  相似文献   

13.
Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion.  相似文献   

14.
The present study investigated how pre-service teachers’ motivation and their sense of teaching efficacy influence their expectation about reality shock during the first year of professional teaching. A total of 533 pre-service teachers at a state university in the US Midwest participated in this study. The results showed that the pre-service teachers’ expectation of reality shock was negatively related to teacher efficacy and intrinsic motivation while it was positively related to introjected and external motivation. The results of a hierarchical regression analysis revealed that pre-service teachers’ sense of efficacy and introjected motivation were strong predictors of their expectation of reality shock, when gender difference was controlled for. There was an interaction effect between intrinsic motivation and teachers’ sense of efficacy in predicting the reality shock expectation. We discussed the educational implications for future research in an endeavour to reduce the reality shock among novice teachers.  相似文献   

15.
In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices.  相似文献   

16.
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators.  相似文献   

17.
Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers’ readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness.

Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for pre-service or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes.

Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser ‘EBSCO host Complete’. After applying the keywords ‘teacher’ and ‘educator’, they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were pre-service or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme’s structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen’s d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of non-overlapping data (PND).

Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers’ attitudes, knowledge and skills, follow-up sessions and students’ outcomes measures may increase training effectiveness.  相似文献   

18.
Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.  相似文献   

19.
As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Preservice Teachers.” The Alberta Journal of Educational Research 56 (2): 124–142] seven areas of essential learning for inclusion, with the addition of Waitoller and Kozleski's [2010. “Inclusive Professional Learning Schools.” In Teacher Education for Inclusion, edited by C. Forlin, 65–73. London: Routledge] idea of ‘critical sensibilities’, this article considers the extent to which a practicum experience in a special school might contribute to learning for inclusion. The main findings of a small-scale qualitative study with 15 South African pre-service teachers suggest that the practicum placement exposes them to children with disabilities and learning difficulties, resulting in a growth of understanding of their learning needs. It also enhances pre-service teachers' ability to plan lessons and draw on a range of instructional strategies to enable learning for all. For some pre-service teachers, however, the practicum convinced them of the benefits of separate special education and the unfeasibility of inclusion. We conclude that a special school practicum has value for pre-service teachers, provided that opportunities are made available for critical engagement with the potential for both inclusion and exclusion of students with special educational needs in different types of school.  相似文献   

20.
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