A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

Abstract

Research has indicated the importance of preservice teacher education programs that focus on fostering positive psychological aspects relevant to teaching in inclusive settings, such as attitudes or self-efficacy. Previous research lacks theoretical underpinning and is limited because of methodological characteristics of the studies (e.g., no control group). Thus, in a quasi-experimental design the current study aimed to investigate the effects of theoretically derived interventions (IG1: information-based cognitive intervention group; IG2: information-based and practical field experience intervention group) in comparison to a control group (CG) on changes in preservice teachers' perspective on teaching inclusively, i.e. explicit and implicit attitudes, selfefficacy, and stress perception, all relevant to teach in inclusive settings. Results of four separated repeated-measure analysis of variances, with time of assessment (before vs. after) as a within-subject factor and group (CG, IG1, and IG2) as a between-subject factor, showed no differences in the development (pre-to post-intervention) between CG and IG1 as well as CG and IG2 in any of the dependent variables. However, significant differences in changes in explicit attitudes and stress perception were found between IG1 and IG2 in favor of IG2. Results will be discussed considering confounding variables that future research should further investigate.

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

“…Although our results emphasised the importance of teachers’ attitudes towards inclusive education and, especially, of their self‐efficacy beliefs in inclusive teaching practices towards the actual use of such practices, evidence on how these variables can be influenced remains lacking. For instance, Lautenbach et al (2020), in a study focused on examining the effects of interventions on pre‐service teachers’ attitudes towards or self‐efficacy beliefs in inclusive education, were not able to show the effects of information‐based and practical field experience interventions on these variables on the experimental group (compared with a control group that did not undergo the interventions). Notwithstanding, their results highlighted the importance of field experience towards the promotion of the studied variables.…”

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

“…Recommendations could be made to include in initial teacher training and continuing professional development courses that improve teachers’ attitudes to students at risk of school failure and enable them to adopt useful strategies (Hind et al, 2019; Scanlon & Barnes-Holmes, 2013). Practical field experience should be a part of the courses because that is more effective in changing attitudes in comparison with information-based cognitive interventions (Lautenbach et al, 2020).…”

Análisis del impacto de un curso formación sobre educación inclusiva en las actitudes y la autoeficacia de futuros docentes

“…De la misma manera, es necesario conocer cómo de preparados se sienten los futuros docentes para incluir al alumnado con diversidad funcional en el aula ordinaria, pues la investigación, precisamente, señala la autoeficacia docente como un factor relevante en la educación inclusiva (Lautenbach et al, 2020).…”