Cross-Country Comparison of EFL Teacher Preparedness to Include Dyslexic Learners: Validation of a Questionnaire

Autor/inn/en	Nijakowska, Joanna; Tsagari, Dina; Spanoudis, George
Titel	Cross-Country Comparison of EFL Teacher Preparedness to Include Dyslexic Learners: Validation of a Questionnaire
Quelle	In: Studies in Second Language Learning and Teaching, 10 (2020) 4, S.779-805 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nijakowska, Joanna) ORCID (Tsagari, Dina) ORCID (Spanoudis, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Dyslexia; Students with Disabilities; Questionnaires; Attitude Measures; Inclusion; Test Validity; Test Reliability; Test Construction; Self Efficacy; Knowledge Level; Readiness; Professional Development; Educational Needs; Teacher Education; Comparative Education; Foreign Countries; Cyprus; Greece; Poland + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Fragebogen; Inklusion; Testvalidität; Testreliabilität; Testaufbau; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Educational need; Bildungsbedarf; Lehrerausbildung; Lehrerbildung; Vergleichende Erziehungswissenschaft; Ausland; Zypern; Griechenland; Polen
Abstract	The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01