A System-Wide Professional Learning Approach about Inclusion for Teachers in Hong Kong

Autor/inn/en	Forlin, Chris; Loreman, Tim; Sharma, Umesh
Titel	A System-Wide Professional Learning Approach about Inclusion for Teachers in Hong Kong
Quelle	In: Asia-Pacific Journal of Teacher Education, 42 (2014) 3, S.247-260 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.906564
Schlagwörter	Foreign Countries; Inclusion; Faculty Development; Attitude Change; Teaching Skills; Self Efficacy; Questionnaires; Demography; Teacher Attitudes; Pretests Posttests; Likert Scales; Elementary School Teachers; Secondary School Teachers; Special Education Teachers; Capacity Building; Attitudes toward Disabilities; Special Needs Students; Barriers; Participant Satisfaction; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Attitudinal change; Einstellungsänderung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Self-efficacy; Selbstwirksamkeit; Fragebogen; Demografie; Lehrerverhalten; Likert-Skala; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Hongkong
Abstract	This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive education both before and after their course. Items were selected from the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised and Teacher Efficacy for Inclusive Practices scales that were of relevance to the objectives of this study. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control. The small amount of change in areas that teachers felt were not under their control may indicate that whatever change initiatives are put in place, they need to be holistic and systemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10