Teachers' Capacities to Meet Students' Additional Support Needs in Mainstream Primary Education

Autor/inn/en	Bruggink, M.; Goei, S. L.; Koot, H. M.
Titel	Teachers' Capacities to Meet Students' Additional Support Needs in Mainstream Primary Education
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 4, S.448-460 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1082727
Schlagwörter	Primary Education; Special Needs Students; Mainstreaming; Self Efficacy; Elementary School Teachers; Teacher Attitudes; Teacher Characteristics; Teacher Competencies; Learner Engagement; Foreign Countries; Teacher Surveys; Educational Objectives; Academic Achievement; Questionnaires; Beliefs; Multivariate Analysis; Correlation; Multiple Regression Analysis; Netherlands + Suchen Sie Ihr Suchwort? Primarbereich; Sonderpädagogischer Förderbedarf; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrkunst; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; Fragebogen; Belief; Glaube; Multivariate Analyse; Korrelation; Niederlande
Abstract	Mainstream primary school teachers generally acknowledge the need to implement adaptive teaching; however, meeting a variety of students' needs is a challenge. Studies have addressed the conditions under which teachers attribute their (in)capacities, but these have mainly involved vignettes. Therefore, it remains unknown whether teachers are capable of meeting their own students' needs and what is of help or hindrance to them. The current study drawn from survey data obtained from 108 Dutch teachers addresses teacher-perceived (in)capacities to meet their students' needs and perceived sources of help or hindrance in meeting them. Teachers' self-efficacy beliefs were expected to partly explain teachers' capacity. Results show that teachers feel fairly adequate in meeting students' needs. They discern four sources of help or hindrance to which teachers attribute their success, including the teacher him/herself, student characteristics and school/working conditions. Attributions at the teacher and school levels were mostly related to teacher-perceived capacities rather than to teachers' self-efficacy beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01