Inclusive beliefs and self-efficacy concerning inclusive education among German teacher trainees and student teachers.

Autor/inn/en	Scheer, David; Scholz, Markus; Rank, Astrid; Donie, Christian
Titel	Inclusive beliefs and self-efficacy concerning inclusive education among German teacher trainees and student teachers.
Quelle	In: Journal of cognitive education and psychology, 14 (2015) 3, S. 270-293Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1810-7621; 1945-8959
DOI	10.1891/1945-8959.14.3.270
Schlagwörter	Fragebogen; Bedürfnis; Pädagogische Psychologie; Selbstwirksamkeit; Schule; Lehrer; Lehrerin; Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Lehrerbildung; Referendar; Schüler; Schülerin; Inklusion; Überzeugung; Geistige Behinderung; Sonderpädagogik; Fallbeispiel; Studie; Geistig Behinderter; Deutschland; Rheinland-Pfalz
Abstract	This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2017/1