Teacher beliefs, self-efficacy and professional vision. Disentangling their relationship in the context of inclusive teaching.

Autor/inn/en	Keppens, Karolien; Consuegra, Els; De Maeyer, Sven; Vanderlinde, Ruben
Titel	Teacher beliefs, self-efficacy and professional vision. Disentangling their relationship in the context of inclusive teaching.
Quelle	In: Journal of curriculum studies, 53 (2021) 3, S. 314-332Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.1881167
Schlagwörter	Kompetenz; Meinung; Selbstwirksamkeit; Lehrer; Lehrerbildung; Meinung; Kompetenz; Selbstwirksamkeit; Lehrer; Lehrerausbildung; Lehrerbildung; Fachkompetenz; Inklusion
Abstract	Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers' inclusive teaching competence. This study explores the extent to which student teachers' beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classrooms' characteristics being (1) teacher-student interactions (TSI) and (2) differentiated instruction (DI). The data were collected from a sample of 1397 student teachers in Flemish primary teacher education institutions (N = 8). The video and survey data were combined through multiple regression analysis. The findings indicate that student teachers' constructivist beliefs and self-efficacy in inclusive instruction contribute to the development of their professional vision of TSI and DI. The results are discussed with recommendations for teacher education programmes on inclusive teaching practices.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/4