Preservice Teachers' Beliefs about Teaching Pupils with Special Educational Needs in Visual Art Education

Autor/inn/en	Rihter, Janja; Potocnik, Robert
Titel	Preservice Teachers' Beliefs about Teaching Pupils with Special Educational Needs in Visual Art Education
Quelle	In: European Journal of Special Needs Education, 37 (2022) 2, S.235-248 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1862340
Schlagwörter	Preservice Teachers; Student Attitudes; Visual Arts; Art Education; Students with Disabilities; Art Teachers; Foreign Countries; Teacher Competencies; Readiness; Self Efficacy; Beliefs; Inclusion; Academic Accommodations (Disabilities); Student Needs; Slovenia + Suchen Sie Ihr Suchwort? Schülerverhalten; Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Art teacher; Kunsterzieher; Kunsterzieherin; Ausland; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Inklusion; Slowenien
Abstract	A number of researchers in the field of inclusion of pupils with special educational needs have reported on the influence of teachers' beliefs on their performance in the classroom. Despite this, very few studies have investigated teachers' beliefs in the subject of visual art education. This paper will focus on the beliefs of preservice teachers who acquire competencies for teaching visual art education. We included Slovenian students of the first or second Bologna level of general education, special education and visual art education (N = 168). For the purposes of the research, a questionnaire with a Likert-type rating scale was designed. Respondents show positive beliefs about the inclusion of pupils with special educational needs and the use of adaptations in the visual art education, while at the same time they do not feel competent enough and ready for such teaching. Results show some differences between preservice teachers' beliefs according to the study programme and experience with students with special educational needs. Ways of applying the findings and suggestions for further research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01