Demographic Differences in Changing Pre-Service Teachers' Attitudes, Sentiments and Concerns about Inclusive Education

Autor/inn/en	Forlin, Chris; Loreman, Tim; Sharma, Umesh; Earle, Chris
Titel	Demographic Differences in Changing Pre-Service Teachers' Attitudes, Sentiments and Concerns about Inclusive Education
Quelle	In: International Journal of Inclusive Education, 13 (2009) 2, S.195-209 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Preservice Teacher Education; Inclusive Schools; Student Teacher Attitudes; Attitude Change; Mainstreaming; Regular and Special Education Relationship; Special Needs Students; Disabilities; Student Diversity; Attitudes toward Disabilities; Program Effectiveness; Teacher Characteristics; Foreign Countries; Age Differences; Gender Differences; Educational Attainment; Experience; Self Esteem; Australia; Canada; Hong Kong; Singapore + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Inclusive school; Integrative Schule; Attitudinal change; Einstellungsänderung; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Ausland; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Erfahrung; Self-esteem; Selbstaufmerksamkeit; Australien; Kanada; Hongkong; Singapur
Abstract	The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre-service teachers, consideration is given to the effect of a range of demographic differences on changing pre-service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre- and post-training comparisons are made which identify a range of variables that impact on changing pre-service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre-service teachers. (Contains 6 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10