The inclusion of pupils with special educational needs (SEN) in schools is an ongoing challenge – it demands the development of an adapted teaching and learning environment, which, in turn, requires a corresponding teacher education programme. Studies indicate that personal characteristics of the respective teachers are one of the main influencing factors on the classroom environment. This article reports on a study of the role of teacherrelated factors, attitudes, concerns and efficacy in inclusion by testing existing survey instruments of 909 pre-service teachers in Germany. A confirmatory factor analysis was applied to new German translations of four instruments: Attitudes Towards Inclusion Scale, Intention to Teach in Inclusive Classroom Scale, Concerns about Inclusive Education Scale, and the Teacher Efficacy for Inclusive Practices. With minor modifications, models demonstrated good fit measures and partial measurement invariance between special school preservice teachers and general pre-service teachers. A combined model of all four scales confirmed that lower concerns were related to attitudes that are more positive, greater self-efficacy and stronger intentions to teaching inclusively. Implications for teacher-training and comparisons to other international samples are discussed.

中文翻译：

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使用国际尺度的德国职前教师全纳教育证据中态度、关注点、自我效能感和教学意图之间的相关性

将有特殊教育需要 (SEN) 的学生纳入学校是一项持续的挑战——这需要开发适应的教学和学习环境，而这反过来又需要相应的教师教育计划。研究表明，教师的个人特点是影响课堂环境的主要因素之一。本文通过对德国 909 名职前教师的现有调查工具进行测试，报告了一项关于教师相关因素、态度、关注点和有效性在包容性中的作用的研究。对四种工具的新德文翻译进行了验证性因素分析：对包容性的态度量表、在包容性课堂中教学的意图、对包容性教育量表的关注以及教师对包容性实践的效能。稍加修改，模型在特殊学校职前教师和一般职前教师之间表现出良好的拟合测量和部分测量不变性。所有四个量表的组合模型证实，较低的担忧与更积极的态度、更高的自我效能感和更强的包容性教学意图有关。讨论了对教师培训的影响以及与其他国际样本的比较。