The Impact of Training on Pre-Service Teacher Attitudes, Concerns, and Efficacy towards Inclusion

Autor/inn/en	Sharma, Umesh; Nuttal, Anthony
Titel	The Impact of Training on Pre-Service Teacher Attitudes, Concerns, and Efficacy towards Inclusion
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 2, S.142-155 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1081672
Schlagwörter	Preservice Teachers; Inclusion; Statistical Analysis; Disabilities; Teaching Experience; Course Descriptions; Educational Benefits; Measures (Individuals); Self Efficacy; Student Attitudes; Educational Practices; Questionnaires; Teacher Education Programs; Foreign Countries; Likert Scales; Australia + Suchen Sie Ihr Suchwort? Inklusion; Statistische Analyse; Handicap; Behinderung; Kursstrukturplan; Bildungsertrag; Messdaten; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Bildungspraxis; Fragebogen; Ausland; Likert-Skala; Australien
Abstract	Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers' Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher's Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants' attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01