Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Preservice Teachers’ Attitudes, Knowledge, and Self-Efficacy of Inclusive Teaching Practices
International Journal of Disability, Development and Education ( IF 1.300 ) Pub Date : 2021-05-19 , DOI: 10.1080/1034912x.2021.1922992
Aeshah Alsarawi 1 , Rumpasri Sukonthaman 2
Affiliation  

ABSTRACT

Inclusive education means that all students, including students with disabilities, have the right to access general education classrooms and receive high-quality instruction and appropriate levels of support to enable them to succeed. Given the importance of teacher preparation programs as the first incubator to shape teachers’ attitudes towards inclusive teaching practices, there is a need to pay more attention to further studies that focus on preservice teachers’ attitudes with considering their level of knowledge and efficacy. The aim of the study is to investigate the relationship between attitudes, knowledge, and self-efficacy of preservice teachers about inclusive practices. This survey used a statistical analysis method performed by collecting data from 108 preservice teachers who were in the teacher preparation programmes at a university located in the Rocky Mountain region and had experience in inclusive classrooms. Analysis found that the preservice teachers’ attitudes and knowledge about inclusion contribute to predicting the teachers’ efficacy to use inclusive instruction strategies in their classrooms, to collaborate with others, and to manage students’ disruptive behaviours. The findings provide information on developing teacher preparation programmes to improve the quality of teaching practices for students with disabilities in inclusive classrooms.



中文翻译:

职前教师对包容性教学实践的态度、知识和自我效能

摘要

全纳教育意味着所有学生,包括残疾学生,都有权进入普通教育课堂并接受高质量的指导和适当水平的支持,以使他们取得成功。鉴于教师培训项目作为塑造教师对全纳教学实践态度的第一个孵化器的重要性,有必要更加关注进一步的研究,重点关注职前教师的态度,并考虑他们的知识水平和效率。本研究的目的是调查职前教师对包容性实践的态度、知识和自我效能之间的关系。这项调查采用了统计分析方法,收集了 108 名职前教师的数据,这些教师曾在落基山脉地区一所大学的教师培训项目中工作,并具有包容性课堂的经验。分析发现,职前教师对包容性的态度和知识有助于预测教师在课堂上使用包容性教学策略、与他人合作以及管理学生破坏性行为的效率。研究结果提供了有关制定教师准备计划的信息,以提高包容性课堂中残疾学生的教学实践质量。分析发现,职前教师对包容性的态度和知识有助于预测教师在课堂上使用包容性教学策略、与他人合作以及管理学生破坏性行为的效率。研究结果提供了有关制定教师准备计划的信息,以提高包容性课堂中残疾学生的教学实践质量。分析发现,职前教师对包容性的态度和知识有助于预测教师在课堂上使用包容性教学策略、与他人合作以及管理学生破坏性行为的效率。研究结果提供了有关制定教师准备计划的信息,以提高包容性课堂中残疾学生的教学实践质量。

更新日期:2021-05-19
down
wechat
bug