Pre‐service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study     

Sauro Civitillo  Jan M.H. De Moor  Mathijs P.J. Vervloed 《Support for Learning》2016,31(2):104-121

Teachers’ beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty‐nine primary pre‐service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre‐service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed.  相似文献   

Beyond ‘migrant background’: how to select relevant,social justice oriented,and feasible social categories in educational research     

Vietze  Jana  Schwarzenthal  Miriam  Moffitt  Ursula  Civitillo  Sauro 《European Journal of Psychology of Education - EJPE》2023,38(1):389-408

European Journal of Psychology of Education - Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking...  相似文献