Correlation between Attitudes, Concerns, Self-Efficacy and Teaching Intentions in Inclusive Education Evidence from German Pre-Service Teachers Using International Scales

Autor/inn/en	Miesera, Susanne; DeVries, Jeffrey M.; Jungjohann, Jana; Gebhardt, Markus
Titel	Correlation between Attitudes, Concerns, Self-Efficacy and Teaching Intentions in Inclusive Education Evidence from German Pre-Service Teachers Using International Scales
Quelle	In: Journal of Research in Special Educational Needs, 19 (2019) 2, S.103-114 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miesera, Susanne) ORCID (DeVries, Jeffrey M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12432
Schlagwörter	Correlation; Preservice Teachers; Inclusion; Special Needs Students; Teacher Education Programs; Teacher Characteristics; Classroom Environment; Factor Analysis; Student Attitudes; Foreign Countries; Teacher Attitudes; Teacher Role; Attitudes toward Disabilities; Teacher Effectiveness; Self Efficacy; Goodness of Fit; General Education; Measures (Individuals); Germany + Suchen Sie Ihr Suchwort? Korrelation; Inklusion; Sonderpädagogischer Förderbedarf; Klassenklima; Unterrichtsklima; Faktorenanalyse; Schülerverhalten; Ausland; Lehrerverhalten; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Allgemein bildendes Schulwesen; Allgemeinbildung; Messdaten; Deutschland
Abstract	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 teacher-related 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 pre-service 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01