Pre-Service and In-Service Secondary School Teachers' Knowledge about Attention-Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

Autor/inn/en	Liang, Limeng; Gao, Xuesong
Titel	Pre-Service and In-Service Secondary School Teachers' Knowledge about Attention-Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD
Quelle	In: International Journal of Disability, Development and Education, 63 (2016) 3, S.369-383 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1123231
Schlagwörter	Secondary School Teachers; Attention Deficit Hyperactivity Disorder; Teacher Attitudes; Sociocultural Patterns; Attitudes toward Disabilities; Secondary School Students; Teacher Educators; Foreign Countries; Mixed Methods Research; Preservice Teachers; Student Attitudes; Teaching Conditions; Asians; Knowledge Base for Teaching; Questionnaires; Hong Kong + Suchen Sie Ihr Suchwort? Lehrerverhalten; Soziokulturelle Theorie; Sekundarschüler; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Schülerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching theory; Theory of teaching; Unterrichtstheorie; Fragebogen; Hongkong
Abstract	This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers' knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants' knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01