ABSTRACT

Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers’ inclusive teaching competence. This study explores the extent to which student teachers’ beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classrooms’ characteristics being (1) teacher-student interactions (TSI) and (2) differentiated instruction (DI). The data were collected from a sample of 1397 student teachers in Flemish primary teacher education institutions (N = 8). The video and survey data were combined through multiple regression analysis. The findings indicate that student teachers’ constructivist beliefs and self-efficacy in inclusive instruction contribute to the development of their professional vision of TSI and DI. The results are discussed with recommendations for teacher education programmes on inclusive teaching practices.

摘要

对学生教师进行教育以教育高度不同的学生群体已成为教师教育计划的中心任务之一。关于全纳教育的研究指出，有必要围绕学生教师的全纳教学能力开展更多研究。这项研究探讨了与包容性教学实践相关的学生教师的信念和自我效能在多大程度上预测了他们对两个包容性教室特征的专业看法，即（1）师生互动（TSI）和（2）差异化教学（DI） 。数据是从佛兰德小学教师教育机构的1397名学生教师样本中收集的（N = 8）。通过多元回归分析将视频和调查数据进行合并。研究结果表明，学生教师在包容性教学中的建构主义信念和自我效能感有助于他们发展TSI和DI的专业视野。将对结果进行讨论，并针对有关全纳教学实践的教师教育计划提出建议。