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Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons
International Journal of Inclusive Education ( IF 2.863 ) Pub Date : 2021-06-09 , DOI: 10.1080/13603116.2020.1862406
Frank Hellmich 1 , Fabian Hoya 1 , Jan Roland Schulze 1 , Eva Blumberg 1
Affiliation  

ABSTRACT

Teachers’ collaboration is an important prerequisite for children’s academic achievement in inclusive education. There are various challenges in teacher collaboration, with one being difficult personal relationships. Studies on the role of the team composition for children’s competence and motivational development in (non-)inclusive education are still missing. Thus, we investigated children’s competence development depending on a variation of the team composition. In our study, N = 142 pre-service primary school teachers and pre-service special needs teachers were assigned to one of our study groups. Half of the pre-service teachers could choose their tandem partners and the other half was randomly arranged in pairs. Pre-service teacher tandems planned science lessons and collaboratively taught groups of children in regular or in inclusive settings. On the basis of pre- and post-questionnaires, we investigated N = 804 children’s competence and motivational development. Children who were taught by pre-service teachers in freely selected teams showed significant knowledge growth in a test on the subject of renewable energies compared to children who were taught by pre-service teachers in not freely selected teams. The setting (inclusive versus regular) had no significant impact on this effect. Significant differences between the study groups could not be proven concerning children’s motivation.



中文翻译:

职前教师合作对儿童在(非)包容性小学科学课中的能力和动机的影响

摘要

教师的合作是儿童在全纳教育中取得学业成就的重要前提。教师合作面临各种挑战,其中之一是人际关系困难。关于团队组成对儿童在(非)全纳教育中的能力和动机发展的作用的研究仍然缺失。因此,我们根据团队组成的变化调查了儿童的能力发展。在我们的研究中,N = 142 名职前小学教师和职前特殊需要教师被分配到我们的一个学习小组。一半的职前教师可以选择他们的搭档,另一半则随机配对。职前教师串联计划的科学课程,并在常规或包容性环境中合作教授儿童团体。在前后问卷调查的基础上,我们调查了N = 804 儿童的能力和动机发展。与在非自由选择的团队中由职前教师授课的儿童相比,由自由选择的团队中的职前教师授课的儿童在可再生能源主题测试中表现出显着的知识增长。设置(包含与常规)对此效果没有显着影响。无法证明研究组之间在儿童动机方面的显着差异。

更新日期:2021-06-10
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