A Mixed-Methods Approach to Developing an Understanding of Teachers' Attitudes and Their Enactment of Inclusive Education

Autor/inn/en	Engelbrecht, Petra; Savolainen, Hannu
Titel	A Mixed-Methods Approach to Developing an Understanding of Teachers' Attitudes and Their Enactment of Inclusive Education
Quelle	In: European Journal of Special Needs Education, 33 (2018) 5, S.660-676 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Engelbrecht, Petra) ORCID (Savolainen, Hannu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1410327
Schlagwörter	Teacher Attitudes; Self Efficacy; Inclusion; Cross Cultural Studies; Cultural Differences; Disabilities; Regular and Special Education Relationship; Foreign Countries; Teacher Role; Elementary School Teachers; Urban Schools; Rural Schools; Teacher Characteristics; South Africa; Finland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Inklusion; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Handicap; Behinderung; Ausland; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Finnland
Abstract	This research sought to develop an understanding of teachers' attitudes, sense of self-efficacy and approach to enacting inclusive education in their classrooms in two diverse countries. A mixed-methods research design guided the data collection and analysis. This article focuses on how quantitative and qualitative research approaches were used sequentially and how the findings were finally merged to provide more comprehensive insight into different aspects of teachers' sometimes contradictory attitudes and approaches to implementing inclusive education. The meta-inferences presented here indicate that merging measurements and meanings can shed light on how teachers' attitudes and self-efficacy within the implementation of inclusive education are multi-faceted, non-linear and connected to their cultural--historical contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01