Can Teachers' Self-Reported Efficacy, Concerns, and Attitudes toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

Autor/inn/en	Sharma, Umesh; Sokal, Laura
Titel	Can Teachers' Self-Reported Efficacy, Concerns, and Attitudes toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?
Quelle	In: Australasian Journal of Special Education, 40 (2016) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1017/jse.2015.14
Schlagwörter	Self Efficacy; Teacher Attitudes; Inclusion; Attitudes toward Disabilities; Foreign Countries; Predictor Variables; Scores; Classroom Techniques; Teaching Methods; Observation; Data Analysis; Correlation; Researchers; Teacher Educators; Measurement Techniques; Teacher Behavior; Statistical Analysis; Attitude Measures; Classrooms; Canada (Winnipeg) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Inklusion; Ausland; Prädiktor; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Auswertung; Korrelation; Researcher; Forscher; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Messtechnik; Teacher behaviour; Statistische Analyse; Classroom; Klassenraum
Abstract	This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01