Literaturnachweis - Detailanzeige
| Autor/inn/en | Keppens, Karolien; Consuegra, Els; De Maeyer, Sven; Vanderlinde, Ruben |
|---|---|
| Titel | Teacher Beliefs, Self-Efficacy and Professional Vision: Disentangling Their Relationship in the Context of Inclusive Teaching |
| Quelle | In: Journal of Curriculum Studies, 53 (2021) 3, S.314-332 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (De Maeyer, Sven) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0272 |
| DOI | 10.1080/00220272.2021.1881167 |
| Schlagwörter | Beliefs; Self Efficacy; Correlation; Inclusion; Student Diversity; Classroom Techniques; Teacher Competencies; Preservice Teachers; Undergraduate Students; Primary Education; Teacher Student Relationship; Interaction; Individualized Instruction; Constructivism (Learning); Observation; Decision Making; Foreign Countries; Belgium |
| Abstract | Educating student teachers to teach highly diverse groups of pupils has become one of the central tasks of teacher education programmes. Research on inclusive education has pointed to the need for more studies around student teachers' inclusive teaching competence. This study explores the extent to which student teachers' beliefs and self-efficacy related to inclusive teaching practices predict their professional vision of two inclusive classrooms' characteristics being (1) teacher-student interactions (TSI) and (2) differentiated instruction (DI). The data were collected from a sample of 1397 student teachers in Flemish primary teacher education institutions (N = 8). The video and survey data were combined through multiple regression analysis. The findings indicate that student teachers' constructivist beliefs and self-efficacy in inclusive instruction contribute to the development of their professional vision of TSI and DI. The results are discussed with recommendations for teacher education programmes on inclusive teaching practices. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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