Pre-Service Secondary Teachers' Attitudes towards Inclusive Education

Autor/inn/en	Costello, Shane; Boyle, Christopher
Titel	Pre-Service Secondary Teachers' Attitudes towards Inclusive Education
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 4, Artikel 8 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Teacher Attitudes; Preservice Teachers; Secondary School Teachers; Foreign Countries; Attitude Measures; Inclusion; Disabilities; Regular and Special Education Relationship; Positive Attitudes; Graduate Students; Undergraduate Students; Competence; Teacher Education; Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Handicap; Behinderung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kompetenz; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Australien
Abstract	The attitudes held by pre-service teachers have been shown to affect their willingness and ability to implement an inclusive approach to education. A sample consisting of 193 pre-service secondary teachers enrolled in secondary education courses at an Australian university were surveyed to determine their attitudes towards inclusive education, with a particular focus on attitudinal changes across the years of study. Results indicated that pre-service secondary teachers held positive attitudes towards inclusive education; however there was a significant decline in positive attitudes through the years of study. Pre-service secondary teachers enrolled in postgraduate programs were more inclusive than those enrolled in undergraduate courses. Attitudes towards training and perceived competence were less positive than other attitude scales for all participants, suggesting a concern regarding training effectiveness. Replication of the study is recommended across additional Australian and international universities to determine differences in training content and experiences which may impact on attitudes towards training and perceived competence. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10