ABSTRACT

This study examined pre-service teachers’ attitudes towards inclusion, posing research questions regarding the (1) relationship between attitudes and personality and (2) between attitudes and the uptake of learning opportunities, and (3) moderating effects of the uptake of learning opportunities on the relationship between attitudes and personality. Questionnaire data from 2504 teacher education students in two universities were analysed. Results indicate that (1) attitudes towards inclusion are related with personality factors, particularly agreeableness, but not as strongly as expected, that (2) there was no relationship between attitudes and the uptake of learning opportunities, and that (3) the results indicate no moderating effects of the uptake of learning opportunities.

摘要

本研究考察了职前教师对包容的态度，提出了以下研究问题：（1）态度与个性之间的关系，（2）态度与学习机会的吸收之间的关系，以及（3）学习机会吸收的调节作用关于态度和性格的关系。分析了来自两所大学的 2504 名师范教育学生的问卷数据。结果表明 (1) 对包容的态度与人格因素有关，特别是随和性，但不如预期的那么强烈； (2) 态度与学习机会的吸收之间没有关系； (3) 结果表明学习机会的吸收没有调节作用。