Teacher Education and Confidence Regarding Autism of Specialist Primary School Teachers

Autor/inn/en	Lisak Šegota, Natalija; Lištiaková, I. Lessner; Stošic, J.; Kossewska, J.; Troshanska, J.; Nikolovska, A. Petkovska; Cierpialowska, T.; Preece, D.
Titel	Teacher Education and Confidence Regarding Autism of Specialist Primary School Teachers
Quelle	In: European Journal of Special Needs Education, 37 (2022) 1, S.14-27 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lisak Šegota, Natalija) ORCID (Lištiaková, I. Lessner) ORCID (Kossewska, J.) ORCID (Cierpialowska, T.) ORCID (Preece, D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1829865
Schlagwörter	Foreign Countries; Educational Policy; Inclusion; Students with Disabilities; Teacher Competencies; Faculty Development; Preservice Teacher Education; Special Schools; Educational Needs; Autism; Pervasive Developmental Disorders; Elementary Secondary Education; Mainstreaming; Professional Continuing Education; Self Efficacy; Teacher Attitudes; Croatia; Poland; Macedonia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Special school; Sonderschule; Educational need; Bildungsbedarf; Autismus; Berufsfeldbezogener Unterricht; Weiterbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Kroatien; Polen
Abstract	Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018-19. Five hundred and sixty questionnaires were distributed and 340 returned (61% response); after cleansing, 242 responses were analysed. Over a quarter of respondents had received no instruction regarding autism during initial teacher education; almost half had undertaken no continuing professional development on the topic. Special school teachers reported higher overall confidence, but levels remained low within a number of key domains. Teachers identified a need for appropriate teacher education regarding theory, relevant practical strategies and mentorship/supervision. Implications regarding inclusive practice and teacher education in these countries are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01