Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model among Preservice Teachers

Autor/inn/en	Griful-Freixenet, Júlia; Struyven, Katrien; Vantieghem, Wendelien
Titel	Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model among Preservice Teachers
Quelle	In: Journal of Teacher Education, 72 (2021) 3, S.381-395 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Griful-Freixenet, Júlia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120965525
Schlagwörter	Inclusion; Preservice Teachers; Preservice Teacher Education; Models; Student Attitudes; Access to Education; Equal Education; Self Efficacy; Teacher Attitudes; Ability; Foreign Countries; Self Management; Student Motivation; Students with Disabilities; Belgium + Suchen Sie Ihr Suchwort? Inklusion; Lehramtsstudiengang; Lehrerausbildung; Analogiemodell; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Fähigkeit; Fertigkeit; Ausland; Selbstmanagement; Schulische Motivation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Belgien
Abstract	Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers' practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01