Pre-Service and In-Service Teachers' Attitudes and Self-Efficacy Beliefs with Regards to Inclusive Education

Autor/inn/en	Ismailos, Linda; Gallagher, Tiffany; Bennett, Sheila; Li, Xiaobin
Titel	Pre-Service and In-Service Teachers' Attitudes and Self-Efficacy Beliefs with Regards to Inclusive Education
Quelle	In: International Journal of Inclusive Education, 26 (2022) 2, S.175-191 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1642402
Schlagwörter	Inclusion; Preservice Teachers; Student Attitudes; Academic Accommodations (Disabilities); Teacher Education Programs; Self Efficacy; School Districts; Gender Differences; Classroom Techniques; Student Centered Learning; Individualized Instruction; Student Role; Learning Processes; Special Needs Students; Foreign Countries; Special Education; Students with Disabilities; Canada + Suchen Sie Ihr Suchwort? Inklusion; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; School district; Schulbezirk; Geschlechterkonflikt; Klassenführung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individualisierender Unterricht; Learning process; Lernprozess; Sonderpädagogischer Förderbedarf; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kanada
Abstract	Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of segregation to inclusive classrooms. Results demonstrate that elementary and female pre-service teachers held the most clearly defined inclusive growth mindset and indicated a greater level of confidence in communicating with and supporting families of students with disabilities as compared to secondary and male pre-service teachers. Male pre-service teachers had higher self-efficacy than females for managing behaviour in the classroom. Pre-service teachers, as compared to in-service teachers, favoured a student-centered classroom that promotes student choice and differentiated instruction and they indicated greater confidence in their ability to engage students with accommodations. Pre-service teachers held distinct attitudes toward the role of the students in their own learning and their responsibility to teach to all. It is important to note that both sets of participants were at the beginning of their inclusive practice, therefore, the role of lived professional (or lack thereof) experience may be impacting their attitudes and self-efficacy beliefs about inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01