Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong

Autor/inn/en	Lee, Frances Lai Mui; Yeung, Alexander Seeshing; Barker, Katrina; Tracey, Danielle; Fan, Jesmond C. M.
Titel	Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong
Quelle	In: Australasian Journal of Special Education, 39 (2015) 2, S.97-112 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1017/jse.2015.3
Schlagwörter	Foreign Countries; Teacher Attitudes; Inclusion; Early Childhood Education; Preschool Teachers; Teacher Surveys; Kindergarten; Child Care Centers; Factor Analysis; Multivariate Analysis; Stakeholders; Special Education; Preschool Curriculum; Teamwork; Government Role; School Role; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Faktorenanalyse; Multivariate Analyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Hongkong
Abstract	In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders' attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders' attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders' attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01