Does Study of an Inclusive Education Subject Influence Pre-Service Teachers' Concerns and Self-Efficacy about Inclusion?

Autor/inn/en	Woodcock, Stuart; Hemmings, Brian; Kay, Russell
Titel	Does Study of an Inclusive Education Subject Influence Pre-Service Teachers' Concerns and Self-Efficacy about Inclusion?
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 6, S.1-11 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Inclusion; Academic Standards; Self Efficacy; Student Attitudes; Preservice Teacher Education; Teacher Education Programs; Foreign Countries; Predictor Variables; Practicums; Multivariate Analysis; Surveys; Pretests Posttests; Elementary School Teachers; Special Needs Students; Disabilities; Australia + Suchen Sie Ihr Suchwort? Inklusion; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Ausland; Prädiktor; Practicum; Praktikum; Praktika; Multivariate Analyse; Survey; Umfrage; Befragung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Australien
Abstract	Survey data were collected from pre-service teachers studying at a large regional Australian university. These data were examined with the purpose of determining whether pre-service teachers' views (and concerns) about inclusion and their confidence to teach in inclusive classrooms had changed as a result of studying an inclusive education subject and undertaking a practicum linked to that subject. The results of an analysis based on mean values indicated that the various concerns, namely, resources, acceptance, workplace, and academic standards, did not change markedly as a consequence of the subject and practicum experiences. This analysis also showed a hierarchy of concerns running from resources through to standards. Moreover, the results of a MANCOVA, with self-efficacy serving as the covariate and using the concerns measures as the dependent variables and pre/posttest condition as the independent variable, revealed no significant difference between the various measures on the condition. The implications of the results for teacher education programs are considered. (Contains 3 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10