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Autor/inn/en | Ahsan, M. Tariq; Deppeler, Joanne M.; Sharma, Umesh |
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Titel | Predicting Pre-Service Teachers' Preparedness for Inclusive Education: Bangladeshi Pre-Service Teachers' Attitudes and Perceived Teaching-Efficacy for Inclusive Education |
Quelle | In: Cambridge Journal of Education, 43 (2013) 4, S.517-535 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-764X |
DOI | 10.1080/0305764X.2013.834036 |
Schlagwörter | Preservice Teachers; Teacher Competencies; Inclusion; Regular and Special Education Relationship; Foreign Countries; Student Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Attitude Measures; Gender Differences; Teacher Education Programs; Semi Structured Interviews; Administrator Attitudes; Curriculum; Context Effect; Questionnaires; Multiple Regression Analysis; Bangladesh |
Abstract | This study reports on the second phase of a larger study, which investigated the preparedness of pre-service teachers to teach in inclusive classrooms in Bangladesh. Phase 1 employed two standardised scales that were used with 1623 pre-service teachers from 16 teacher education institutions to measure their attitudes and perceived teaching-efficacy for inclusive education. The findings of Phase 1 indicated that the level and length of training, along with gender, influenced both teacher attitudes and teaching-efficacy. In Phase 2, semi-structured interviews with six administrative heads of the pre-service teacher education institutions were conducted in order to better understand these findings. Outcomes of Phase 2 indicated that curriculum, teacher-related and a number of contextual variables may explain the differences in the findings of this study that were in sharp contrast to those from previous international research. Recommendations for policy and curriculum reform for pre-service teacher education are also made. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |