In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers

Sharma, Umesh; Aiello, Paola; Pace, Erika Marie; Round, Penny; Subban, Pearl

doi:10.1080/08856257.2017.1361139

Cited by 78 publications

(57 citation statements)

References 12 publications

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“…Kajian soroton literatur terkini menunjukkan efikasi kendiri guru perdana terhadap penerimaan MBK di kelas perdana berada pada tahap yang rendah (Yada & Savolainen, 2017) dan sederhana (Kuyini, Desai, & Sharma, 2018). Selain itu, dapatan yang dibuat secara perbandingan antara dua negara seperti Australia dan Itali menunjukkan tahap efikasi kendiri guru negara Australia lebih tinggi disebabkan penerimaan serta pelaksanaan kelas inklusif lebih awal dilaksanakan (Sharma, Aiello, Pace, Round, & Subban, 2018). Perbandingan dari segi jawatan guru juga menunjukkan perbezaan keupayaan dan keyakinan yang berbeza seperti yang terdapat di dalam kajian (Desombre, Lamotte, & Jury, 2018) iaitu guru perdana lebih rendah efikasi kendiri berbanding Guru Pendidikan Khas.…”

Section: Pengenalanunclassified

“…Kaedah yang digunakan dalam kajian ini ialah kaedah tinjauan iaitu mentadbirkan soal selidik ke atas responden dengan pengumpulan data pada satu -satu masa daripada subjek yang diambil daripada sesuatu populasi (Mohd Majid, 2005 (Yada & Savolainen, 2017) tetapi berada pada tahap yang rendah berbanding dengan negara lain seperti Finland dan Afrika (Sharma et al, 2018) Berbeza dengan kajian terkini iaitu efikasi kendiri guru perdana terhadap penerimaan MBK di kelas perdana berada pada tahap yang rendah iaitu kurang bersedia untuk mengajar MBK (Monteiro et al, 2018) dan tahap sederhana (Kuyini et al, 2018). Guru Prasekolah juga mengalami masalah yang sama iaitu mempunyai tahap efikasi yang rendah berbanding guru perdana sekolah rendah (Emam & Mohamed, 2011).…”

Section: Metod Kajianunclassified

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Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

Jongkulin

Talip

Taat

2019

MJSSH

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Kajian ini dijalankan untuk mengenal pasti efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif. Kajian kuantitatif ini menggunakan kaedah tinjauan yang melibatkan 100 orang Guru Prasekolah di Zon Pantai Barat Sabah. Pemboleh ubah kajian telah diuji menggunakan statistik deskriptif dan inferensi dengan menggunakan perisian SPSS (Statistical Package for Social Science version 25.0). Berdasarkan analisis deskriptif, dapatan kajian ini menunjukkan efikasi kendiri Guru Prasekolah secara keseluruhan adalah berada pada tahap tinggi (M=3.7367, SD=.5938) dengan dimensi pengajaran (M=3.8000, SD=.6168) pada tahap paling tinggi diikuti oleh kerjasama (M=3.7417, SD=.6579) serta pengurusan tingkah laku (M=3.6683, SD=.6562). Ujian-t dan ANOVA menunjukkan tidak terdapat perbezaan efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif yang signifikan berdasarkan jantina dan pengalaman mengajar.

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Section: Pengenalanunclassified

Section: Metod Kajianunclassified

Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

Jongkulin

Talip

Taat

2019

MJSSH

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“…Another finding notes that teachers from Western countries have been more positive towards inclusion than their colleagues from developing or Asian countries (Engelbrecht, Savolainen, Nel, & Malinen, 2013;Helldin et al, 2011;Leyser, Kapperman, & Keller, 1994;Loreman, Forlin, & Sharma, 2007;Moberg, 2003;Savolainen, Engelbrecht, Nel, & Malinen, 2012;Sharma, Ee, & Desai, 2003;Sharma, Forlin, & Loreman, 2008;Sharma, Forlin, Loreman, & Earle, 2006). Large differences also exist between Western countries (Author removed, 2016(Author removed, , 2019bLeyser et al, 1994;Moberg, Zumberg, & Reinmaa, 1997;Sharma, Aiello, Pace, Round, & Subban, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Changing Attitudes and Preferences around Inclusive Education

Saloviita

2020

International Journal of Disability, Development and Education

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Inclusive education as an alternative to traditional separate special education has gained recognition since the approval of the Salamanca Statement in 1994. The success of inclusion is considered to be highly dependent on the teachers' positions on inclusion. In this study Finnish comprehensive school teachers' opinions were investigated in order to evaluate the prospects of inclusion in Finland, and also to study the variables associated with these attitudes. A total of 2,276 teachers and principals participated in the email survey. The final sample contained 1,041classroom teachers, 755 subject teachers and 445 special education teachers. The results confirmed the existence of a large variety in attitudes both in the whole sample as well as between the teacher categories. Except for special education teachers, the participants reported changing their position more often towards negative than positive direction. The availability of material resources such as smaller class size, had no association with teachers' attitudes. Instead, the immaterial resources such as help from other teachers had a positive association with more positive attitudes. Even if the teachers' opinions were more critical than in many other countries, the survey also indicated the existence of the potential for positive development towards more inclusive education.

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“…Investigating inclusive education from the teachers’ perspective has been one of the issues of greatest interest because they play an important role in implementing inclusive education ( Avramidis and Norwich, 2002 ; de Boer et al, 2011 ). It has conclusively been shown that teachers’ self-efficacy for inclusive practices is one of the crucial factors associated with teachers’ attitudes toward inclusive education and their intention to include children with disabilities in mainstream classrooms ( Savolainen et al, 2012 ; Sharma et al, 2018 ; Yada et al, 2018 ). The concept of self-efficacy was introduced by Bandura (1977) , who defined it as a person’s belief in his/her capability to plan and execute specific performances that produce expected outcomes ( Bandura, 1997 ).…”

Section: Introductionmentioning

confidence: 99%

Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality

Alnahdi

Yada

2020

Front. Psychol.

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This study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale. Results did not support the 18-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. However, they do support the final 14-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. Four items were removed from the original 18-item scale (items 12, 8, 5, and 3) for violation of the local independency assumption. No item with differential item functioning (DIF) was detected. Only one item (item 18) was rescored to solve a threshold disorder. Further studies with different samples are warranted to confirm the study findings.

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In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers

Cited by 78 publications

References 12 publications

Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

Teachers’ Changing Attitudes and Preferences around Inclusive Education

Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality

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