Pre-Service Teachers' Sentiments, Attitudes and Concerns about Inclusive Education in Turkey

Autor/inn/en	Tuncay, Aysegul Avsar; Kizilaslan, Aydin
Titel	Pre-Service Teachers' Sentiments, Attitudes and Concerns about Inclusive Education in Turkey
Quelle	In: European Journal of Special Needs Education, 37 (2022) 2, S.309-322 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tuncay, Aysegul Avsar) ORCID (Kizilaslan, Aydin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1873524
Schlagwörter	Preservice Teachers; Student Attitudes; Beliefs; Inclusion; Students with Disabilities; Self Efficacy; Preschool Teachers; Practicums; Experiential Learning; Foreign Countries; Teacher Characteristics; Intellectual Disciplines; Special Education; Elementary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Self-efficacy; Selbstwirksamkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Practicum; Praktikum; Praktika; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Geisteswissenschaften; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	This investigation focused on pre-service teachers' sentiments, attitudes, and concerns regarding inclusive practices in Turkey. A total of 406 students from different departments of a university school of education participated in this study. The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale was used as a data collection tool to measure pre-service teachers' engagement with and perceptions of inclusion and assess the rationales underlying their beliefs about and support for the practice. The findings indicated that there is a significant difference in terms of pre-service teachers' attitudes, concerns, and sentiments regarding inclusion among departments and according to respondents' levels of confidence in teaching students with disabilities. The pre-school education teacher candidates had more positive attitudes towards inclusion. The findings revealed that pre-service teachers need more opportunities to interact with and teach students with special needs during their school practicums. They also revealed that pre-service teachers need to have experience and confidence as well as knowledge about legislation and policies related to inclusion. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01