Ambivalent implicit attitudes towards inclusion in preservice PE teachers. The need for assessing both implicit and explicit attitudes towards inclusion.

Autor/inn/en	Lautenbach, Franziska; Antoniewicz, Franziska
Titel	Ambivalent implicit attitudes towards inclusion in preservice PE teachers. The need for assessing both implicit and explicit attitudes towards inclusion. Gefälligkeitsübersetzung: Ambivalente, implizite Einstellungen zur Inklusion bei angehenden Sportlehrern im Referendariat: die Notwendigkeit, sowohl implizite als auch explizite Einstellungen zur Inklusion zu bewerten.
Quelle	In: Teaching and teacher education, (2018) 72, S. 24-32Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2018.01.003
Schlagwörter	Empirische Untersuchung; Korrelation; Einstellung (Psy); Lehrer; Lehrerausbildung; Lehrerverhalten; Lehrer-Schüler-Relation; Inklusion; Schulsport; Sportpädagogik; Sportsoziologie; Sportunterricht
Abstract	Explicit attitudes towards inclusion are increasingly investigated in (preservice) teachers. However, few studies examine implicit attitudes towards inclusion, despite the advantage of being less sensitive to social desirability. Since inclusion is a sensitive topic, we aimed to investigate implicit and explicit attitudes towards inclusion as well as interactions between these attitudes. Using the Single-Target Implicit Association Test, early semester preservice teachers exhibited ambivalent implicit attitudes and positive explicit attitudes. Implicit attitudes were negatively correlated with explicit attitudes. Methodological and contentual explanations for these findings are discussed and theory-based implications for university education are suggested. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/3