The Subjective Norm and Attitudes of Preservice Teachers toward Pupils with a Disability: An Experiment Based on the Cognitive Dissonance Theory

Autor/inn/en	Emmers, Elke; Baeyens, Dieter; Petry, Katja
Titel	The Subjective Norm and Attitudes of Preservice Teachers toward Pupils with a Disability: An Experiment Based on the Cognitive Dissonance Theory
Quelle	In: Australasian Journal of Special and Inclusive Education, 45 (2021) 1, S.49-61 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Preservice Teachers; Student Attitudes; Attitudes toward Disabilities; Students with Disabilities; Psychological Patterns; Attitude Change; Teacher Education Programs; Inclusion; Teacher Educators; Role Models + Suchen Sie Ihr Suchwort? Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Attitudinal change; Einstellungsänderung; Inklusion; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Identifikationsfigur
Abstract	Both the attitude of the preservice teacher and the subjective norm in the teacher-training program play a crucial role in the process towards inclusive education (Donnelly & Watkins, 2011). However, little research has been done on influencing the attitudes of preservice teachers via the subjective norm. Two studies were carried out using a pre- and post-test with students of the teacher-training program (N = 24, N = 34) who were divided into 2 experimental conditions in which the subjective norm was manipulated in the form of positive or negative discourse towards pupils with disabilities. Attitudes were assessed by the Chedoke-McMaster Attitudes Towards Children With Disabilities (CATCH) Scale (Rosenbaum, Armstrong, & King, 1986). Results show that we can cautiously assume that the subjective norm has an influence on the attitudes of the preservice teachers and that cognitive dissonance was experienced in which preservice teachers changed their own attitudes as a function of the subjective norm. The results of this study are therefore a plea for teacher education programs to not only focus on strong inclusive curricula but also pay sufficient attention to the inclusive mindset of teacher educators as role models for preservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01