Literaturnachweis - Detailanzeige
Autor/inn/en | Fyssa, Aristea; Tsakiri, Maria; Mouroutsou, Stella |
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Titel | Pursuing Early Childhood Inclusion through Reinforcing Partnerships with Parents of Disabled Children: Beliefs of Greek Pre-Service Early Childhood Educators |
Quelle | In: European Early Childhood Education Research Journal, 31 (2023) 1, S.34-50 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Fyssa, Aristea) ORCID (Tsakiri, Maria) ORCID (Mouroutsou, Stella) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2022.2153258 |
Schlagwörter | Foreign Countries; Preservice Teachers; Early Childhood Education; Inclusion; Disabilities; Parents; Parent Teacher Cooperation; Self Efficacy; Empowerment; Criticism; Preservice Teacher Education; Kindergarten; Young Children; Infants; Toddlers; Greece Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Handicap; Behinderung; Eltern; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Self-efficacy; Selbstwirksamkeit; Kritik; Lehramtsstudiengang; Lehrerausbildung; Frühe Kindheit; Infant; Toddler; Toddlers; Kleinkind; Infants; Griechenland |
Abstract | Early childhood inclusion for disabled children is a priority area as jointly stated by United Nations' and European Commission's policies. Educators have a crucial role in supporting all children's learning by working cooperatively with parents. However, their internalized ableist/disablist beliefs and misconceptions can inhibit the process of inclusion and effective parental partnership. Initial Teacher Education (ITE) is the pivotal factor in preparing early childhood educators (ECEs) for inclusive learning environments. Therefore, this survey investigated 332 Greek pre-service ECEs' preparation and their beliefs of self-efficacy of inclusion and parental empowerment. Results show that pre-service ECEs' knowledge has an impact on their beliefs about inclusion. Additionally, our results highlight the need to approach ITE through inclusive and critical disability studies pedagogies. Such an orientation could provide prospective ECEs with the mental models and confidence that augment their willingness for supporting inclusion, and collaborating with parents, leading to a transformative praxis. (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 |