Literaturnachweis - Detailanzeige
| Autor/inn/en | Sharma, Umesh; Sokal, Laura |
|---|---|
| Titel | The Impact of a Teacher Education Course on Pre-Service Teachers' Beliefs about Inclusion: An International Comparison |
| Quelle | In: Journal of Research in Special Educational Needs, 15 (2015) 4, S.276-284 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1471-3802 |
| DOI | 10.1111/1471-3802.12043 |
| Schlagwörter | Preservice Teacher Education; Education Courses; Preservice Teachers; Beliefs; Student Attitudes; Inclusion; Foreign Countries; Comparative Analysis; Student Surveys; Self Efficacy; Teacher Effectiveness; Pretests Posttests; Australia; Canada |
| Abstract | In this comparative study, the impact of two stand-alone university courses on pre-service teachers' attitudes, concerns and teaching efficacy to teach in inclusive classrooms is examined. Twenty-eight pre-service teachers (PSTs) from Australia and 60 PSTs from Canada completed a survey at pre- and post-stages of the course. It was found that after completion of the course, Australian participants' attitudes improved, their concerns declined, and they became more confident in their ability to teach in inclusive classrooms. Similarly, Canadian participants' concerns declined and their teaching efficacy improved, but they became more apprehensive about teaching in inclusive classrooms. Relationships among the three variables (attitudes, concerns and teaching efficacy) were examined at pre- and post-test stages for both cohorts to understand how they interacted within each of the two countries. Implications of the findings for teacher education are discussed. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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