Beijing in-service teachers' self-efficacy and attitudes towards inclusive education

Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jianling

doi:10.1016/j.tate.2011.12.004

Cited by 144 publications

(133 citation statements)

References 30 publications

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“…Previous teaching experience with special education needs students helps teachers to express a higher level of self-efficacy in order to teach these students in the mainstream classroom [7,39].…”

Section: Self-efficacymentioning

confidence: 99%

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Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou¹,

Polyzopoulou²

2014

EDUCATION

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The aim of this study is to examine the teachers' attitudes toward the inclusion of students with special educational needs, in public schools and how these attitudes are influenced by their self-efficacy perceptions. The sample is comprised of 416 preschool, primary and secondary education teachers. The results show that, in general, teachers develop positive attitude toward the inclusive education. Higher self-efficacy was associated rather with their capacity to come up against negative experiences at school, than with their attitude toward disabled learners in the classroom and their ability to meet successfully the special educational needs students. The results are consistent with similar studies and reveal the need of establishing collaborative support networks in school districts and the development of teacher education programs, in order to achieve the enrichment of their knowledge and skills to address diverse needs appropriately.

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Section: Self-efficacymentioning

confidence: 99%

“…Longitudinal studies should be focused on the evaluation of teachers' motivation, which is developed during their educative task [39], and they should be given opportunities for professional improvement [33].…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou¹,

Polyzopoulou²

2014

EDUCATION

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“…Neste sentido, as pesquisas revelam serem diversas as variáveis alocadas às opiniões dos docentes face à inclusão de alunos com NEE nas salas do ensino regular, (SHARMA et al, 2006). Além da experiência profissional, o tipo de incapacidade e contacto com alunos com NEE são pontos que condicionam as opiniões dos docentes (AVRAMIDIS; BORNMAN;DONOHUE, 2013;MALINEN;SAVOLAINEN;XU, 2012;SHEVLIN;FLYNN, 2011). Ainda, e segundo a Agência Europeia para o Desenvolvimento da Educação Especial Europeia (AEDNEE) 11 (2012), a formação inicial de docentes é também uma variável importante no progresso da EI.…”

Section: Inclusão De Crianças Com Necessidades Educativas Especiaisunclassified

A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado

Vieira-Rodrigues¹,

Sanches-Ferreira²

2017

Rev. bras. educ. espec.

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RESUMO: este artigo particulariza dados de uma pesquisa e teve como objetivo descrever a opinião dos docentes acerca da inclusão de alunos com Necessidades Educativas Especiais e conhecer os fatores que justificam essas opiniões, após seis anos da implementação de um decreto Português que teve o objetivo de promover a igualdade de oportunidades, valorizar a educação e promover a melhoria da qualidade do ensino. Foram inquiridos 244 docentes de escolas públicas e privadas do Porto, através de um instrumento constituído por cinco vinhetas que descreviam diferentes funcionamentos de crianças. Os resultados indicaram que as crianças descritas com funcionamentos compatíveis com Perturbação de Espetro de Autismo e Paralisia Cerebral foram as menos aceitos, sendo as justificações aduzidas a falta de formação, a impossibilidade de despender o tempo de ensino necessário e a exigência dos outros alunos obterem bons resultados acadêmicos. A formação em Educação Especial apenas estava associada à maior aceitação de alunos com Paralisia Cerebral, e ser docente-educador versus professor do 1º ciclo influencia a aceitação de alunos com Perturbação de Espetro de Autismo, Paralisia Cerebral e Atraso Global de Desenvolvimento/Dificuldades de Aprendizagem. Os docentes do ensino privado evidenciaram maior aceitação dos alunos descritos do que os do público. PALAVRAS-CHAVE: Educação Especial. Inclusão. Ensino público/privado.ABSTRACT: This article presents research data and aims to describe the opinion of teachers on the inclusion of students with special needs, exploring the factors that justify their opinion after six years of the Portuguese Decree implementation which aimed to promote equality of opportunities, to value education and to promote improvement in teaching quality. The study included 244 teachers, from public and private schools of Porto through an instrument composed by 5 vignettes with the description of the children's behaviors. The results revealed that behaviors compatible with Autism Spectrum Disorder and Cerebral Palsy were less accepted. The justifications were placed on the lack of training and time to support the child, due to the need of meeting curricular and achievement demands. It also revealed that the training in Special Education was only associated with the students with Cerebral Palsy, and that being kindergarten teacher vs. elementary school teacher influences the acceptance of students with Autism Spectrum Disorder, Cerebral Palsy and Global Developmental/Learning Disabilities. Private school teachers showed a better acceptance of these students in comparison with the ones from public schools.

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“…En este ámbito, destaca el constructo de autoeficacia dentro de la teoría social cognitiva (Bandura, 1997, p. 3), definido como la opinión que cada persona tiene de su propia capacidad para desarrollar una acción y conseguir el resultado esperado (Prieto Navarro, 2007;Reoyo, 2013), en definitiva, su propia efectividad (Eslami y Fatahi, 2008 La autoeficacia se caracteriza por estos elementos fundamentales: 1) es dinámica puesto que las experiencias vividas ayudan a que ésta aumente o disminuya (Blanco, 2009;Tschannen-Moran & McMaster, 2009); 2) es cíclica porque los individuos no solo viven experiencias sino que también se benefician de ellas (Malinen, Savolainen & Xu, 2012); 3) es multidimensional, ya que engloba procesos psicológicos cognitivos, motivacionales, afectivos y selectivos (Zimmerman, 2000); 4) es específica, porque no se puede hablar de poseer alta autoeficacia en todos los ámbitos y contextos (Knoblauch & Woolfolk-Hoy, 2008).…”

Section: Autoeficacia Docenteunclassified

El pensamiento de los futuros maestros de inglés en Educación Primaria: creencias sobre su autoeficacia docente

Fernández-Viciana¹,

Costales²

2017

Bellaterra J. Teach. Learn. Lang. Lit

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El pensamiento de los futuros maestros de inglés en Educación Primaria: creencias sobre su autoeficacia docenteAna Fernández-Viciana y Alberto Fernández-Costales Universidad de Oviedo, España (Artículo recibido el 5/10/2016; aceptado el 20/12/2016; versión final 25/02/2017) DOI: http://dx.doi.org/10.5565/rev/jtl3.684 Resumen Este artículo presenta una investigación original sobre la autoeficacia docente y la formación lingüística percibida por los estudiantes del Grado en Educación Primaria (mención de inglés) de una universidad pública española. La investigación utiliza una muestra de 4 alumnos a los que se realizó una entrevista que incluía 21 preguntas. Los resultados obtenidos tras el análisis cualitativo sugieren que los participantes cuyo nivel es inferior al B2 muestran una autoeficacia lingüística baja. En líneas generales, los alumnos reclaman una mayor atención a la formación lingüística recibida en sus estudios, ya que esta resulta determinante para modelar su autoeficacia lingüística.Palabras clave: autoeficacia, formación del profesorado, Educación Primaria, enseñanza del inglés, aprendizaje de lenguas extranjeras Abstract This paper reports on an original research on teacher efficacy and the perceived linguistic training of students of the Degree in Primary Education (English stream) in a Spanish university. The research relies on a sample of 4 students answered a 21-item interview. The results show students report a low language self-efficacy in the case of students with levels below B2. Students demand more attention should be paid to the learning of the L2 in their degrees and they are clearly influenced by the way their learned the foreign language at school.Keywords: self-efficacy, teacher training, language competence, Primary Education, English teaching Résumé Cet article présente une recherche originale sur l'auto-efficacité sur l'enseignant auto-efficacité et la formation linguistique perçue pour les élèves de la formation des enseignants de qualité dans l'enseignement primaire (mention anglais) d'une université espagnole. La recherche utilise un échantillon de 4 étudiants qui ont réalisé un entretien avec 21 questions. Les résultats de l'étude montrent une auto-efficacité linguistique faible, notamment chez les étudiants ayant un niveau en anglais inférieur à BS. Les étudiants réclament que l'on accorde une attention spéciale à cet aspect et déclarent être nettement influencés par la manière dont ils ont appris la langue étrangère à l'école.

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Beijing in-service teachers' self-efficacy and attitudes towards inclusive education

Cited by 144 publications

References 30 publications

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado

El pensamiento de los futuros maestros de inglés en Educación Primaria: creencias sobre su autoeficacia docente

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