Literaturnachweis - Detailanzeige
| Autor/inn/en | Emmers, Elke; Baeyens, Dieter; Petry, Katja |
|---|---|
| Titel | Does Intense Contact with People with Disabilities Lead to More Inclusive Behaviour within Professional Practice? |
| Quelle | In: Educational Studies, 49 (2023) 3, S.492-506 (15 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Emmers, Elke) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-5698 |
| DOI | 10.1080/03055698.2022.2150512 |
| Schlagwörter | Familiarity; Preservice Teachers; Attitudes toward Disabilities; Self Efficacy; Social Influences; Intention; Behavior; Inclusion; Foreign Countries; Preservice Teacher Education; Athletics; Camps; Student Attitudes; Experiential Learning; Attitude Change; Behavior Change; Belgium; Attitudes Toward Disabled Persons Scale |
| Abstract | The teacher training programme set up a five-day sports camp to explore the effects of intense contact on the attitudes, self-efficacy and behaviour of pre-service teachers regarding persons with disabilities. A questionnaire based on the components of the theory of planned behaviour was completed by 77 pre-service participants. General analyses showed rather positive attitudes and a low level of self-efficacy. Results show that the subjective norm and self-efficacy are antecedents of intention, but attitudes were not. Intention in turn was not an antecedent of behaviour. We can cautiously conclude that direct and intense contact increases attitudes, self-efficacy and inclusive behaviour, therefore this study is a plea for direct and intense contact with people with disabilities as part of the curriculum. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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