A Survey of Science Teachers' Perception and Practices in Inclusive Science Classrooms

Autor/in	Teo, Tang Wee
Titel	A Survey of Science Teachers' Perception and Practices in Inclusive Science Classrooms
Quelle	In: Asia-Pacific Science Education, 6 (2021) 2, S.388-426 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1163/23641177-bja10013
Schlagwörter	Inclusion; Science Instruction; Teaching Methods; Self Efficacy; Special Needs Students; Teacher Surveys; Teacher Attitudes; Elementary School Teachers; Science Teachers; Foreign Countries; Academic Accommodations (Disabilities); Teacher Educators; Singapore + Suchen Sie Ihr Suchwort? Inklusion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Singapur
Abstract	This paper reports on a first study about Singapore primary science teachers' views and practices in inclusive science classrooms. Rasch analysis was performed on an online teacher survey administered to 108 teachers, which was conducted to investigate teachers' views about students with special education needs (SEN; Construct A), self-efficacy views in teaching students with SEN (Construct B), and their science teaching practices in inclusive classrooms (Construct C). The findings show that it was generally easy for the science teachers to agree with items in Constructs B and C, but not in Construct A. A closer examination of the individual constructs revealed positive teachers' views, their feelings of inadequacy and wish for greater school support, and selected types of accommodations and modifications practiced in their classrooms. This study contributes new insights drawn from an Asian study, offers a validated instrument, and provides science teacher educators ideas for supporting science teachers in inclusive science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01