Beliefs and Practices of In-Service Preschool Teachers in Inclusive Settings: Implications for Personnel Preparation

Autor/inn/en	Mitchell, Linda Crane; Hegde, Archana V.
Titel	Beliefs and Practices of In-Service Preschool Teachers in Inclusive Settings: Implications for Personnel Preparation
Quelle	In: Journal of Early Childhood Teacher Education, 28 (2007) 4, S.353-366 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Inclusive Schools; Teacher Attitudes; Beliefs; Developmentally Appropriate Practices; Preschool Teachers; Inservice Education; Teaching (Occupation); Disabilities; Educational Needs; Classroom Environment; Measures (Individuals) + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Lehrerverhalten; Belief; Glaube; Entwicklungsbezogene Bildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Berufsbegleitende Ausbildung; Teaching; Lehrberuf; Handicap; Behinderung; Educational need; Bildungsbedarf; Klassenklima; Unterrichtsklima; Messdaten
Abstract	This study examined the beliefs of in-service teachers working in inclusive classrooms regarding developmentally appropriate practices and how those beliefs affected their attitudes toward, knowledge of, and comfort levels regarding working with children with disabilities. A mixed-method approach was utilized and data were collected through the use of three survey instruments: Teacher Belief Scale and Instructional Activities Scale (Hart et al., 1990) and the In-service Teacher Self-Report Survey (Mitchell, 2002). Data were also collected through open-ended questions to assess Teachers' perceived level of preparation for the inclusive classroom. This study also examined whether education or experience levels had an influence on teachers' perceptions regarding inclusive practices. Results of the study indicate that there is not a significant relationship between in-service teachers' beliefs regarding developmentally appropriate practices and their attitudes toward, knowledge of, and comfort levels regarding inclusion. Additionally, results indicate that the teachers' levels of education or experience do not necessarily indicate that they are prepared to meet the needs of the inclusive classroom environment. Implications regarding the preparation of and ongoing training needs of teachers are discussed. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10