Exploring Pre-Service Teachers' Perceived Teaching-Efficacy, Attitudes and Concerns about Inclusive Education in Bangladesh

Autor/inn/en	Ahsan, M. Tariq; Sharma, Umesh; Deppeler, Joanne M.
Titel	Exploring Pre-Service Teachers' Perceived Teaching-Efficacy, Attitudes and Concerns about Inclusive Education in Bangladesh
Quelle	In: International Journal of Whole Schooling, 8 (2012) 2, S.1-20 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Barriers; Preservice Teacher Education; Predictor Variables; Foreign Countries; Disabilities; Student Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Inclusion; Mainstreaming; Regular and Special Education Relationship; Gender Differences; Educational Attainment; Correlation; Questionnaires; Bangladesh + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Prädiktor; Ausland; Handicap; Behinderung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Inklusion; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Korrelation; Fragebogen; Bangladesch
Abstract	This paper reports on pre-service teachers' preparedness for inclusive education in Bangladesh through measuring their perceived teaching-efficacy, concerns and attitudes towards inclusive education and identifying predictor variables that contribute to those three variables. Using two standardized scales with 1,623 pre-service teachers from 16 teachers training institutions, it was found that variables such as length of training, gender, interaction with persons with disabilities, knowledge about local legislation, and level of training involved had significant relationship with participants' perceived teaching-efficacy, attitudes and concerns. In addition, it was also found that pre-service teachers' perceived teaching-efficacy is correlated to their attitudes towards inclusive education. This study also revealed that pre-service teachers having higher perceived teaching-efficacy showed lower level of concerns towards inclusive education. Implications of this study for further improvement of pre-service teacher education program for inclusive education are briefly discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10