Literaturnachweis - Detailanzeige
| Autor/inn/en | Xin, Weihao; Jia, Chanjuan; Liu, Chunling; Wang, Jingying; Chen, Amber La Rayne |
|---|---|
| Titel | A Study on the Relationship between Pre-Service Teachers' Beliefs about Students and Roles of Teachers in Special Education |
| Quelle | In: International Journal of Inclusive Education, 24 (2020) 11, S.1218-1236 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wang, Jingying) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2018.1514667 |
| Schlagwörter | Preservice Teachers; Beliefs; Teacher Role; Special Education; Foreign Countries; Individual Differences; Figurative Language; Learning Processes; Ability; Models; Undergraduate Students; China |
| Abstract | In this study, 227 pre-service teachers majoring in special education at two normal universities in eastern China were studied using a questionnaire survey. The survey sought to understand pre-service teachers' beliefs about students and teachers' role in special education, using a metaphor approach. The results are as follows: First, in terms of beliefs about students, more pre-service teachers hold an 'Existence Orientation', especially 'Particularity of Existence' Orientation. In regards to beliefs about teachers' roles, more teachers hold the belief of teachers as 'Facilitator'. Second, there is a significant difference between pre-service teachers' beliefs, depending on their grade level in university. Finally, teachers' belief about students are significantly related to their belief about the role of teachers. More specifically, teachers who hold the belief about students of 'Reality of Development' are more likely to hold the belief of teachers' role as 'Facilitating Orientation'. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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