Do They Practise What They Preach? Factors Associated with Teachers' Use of Inclusive Teaching Practices among In-Service Teachers

Autor/inn/en	Schwab, Susanne; Alnahdi, Ghaleb H.
Titel	Do They Practise What They Preach? Factors Associated with Teachers' Use of Inclusive Teaching Practices among In-Service Teachers
Quelle	In: Journal of Research in Special Educational Needs, 20 (2020) 4, S.321-330 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwab, Susanne) ORCID (Alnahdi, Ghaleb H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12492
Schlagwörter	Teacher Attitudes; Inclusion; Self Efficacy; Teacher Effectiveness; Teaching Methods; Self Concept; Secondary School Teachers; Elementary School Teachers; Expertise; Experienced Teachers; Beginning Teachers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Inklusion; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Expert appraisal; Junior teacher; Junglehrer; Ausland; Australien
Abstract	Applying the 'theory of planned behaviour' to teachers' actions in the classroom, it can be assumed that teachers' positive attitudes towards inclusive education and high self-efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers' use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in-service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS-T). Results showed that teachers had high self-perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers' attitudes and self-efficacy were associated with inclusive teaching practices; and self-efficacy predicted teachers' use of inclusive teaching practices. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01