Measuring preservice foreign language teachers' attitudes toward inclusive education through a newly developed scale

Portero, Ignacio Fernández

doi:10.1111/flan.12660

Cited by 2 publications

(1 citation statement)

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“…However, there is a lack of studies that target how student teachers perceive questionnaire surveys, and how well they apply them in their studies. Even though many studies were clustered around the perceptions or attitudes of student teachers or pre-service teachers (Fernändez-Portero, 2022; Gan et al, 2020; Rafiq et al, 2022; Rosas-Maldonado et al, 2021; Soo & Goh, 2017), there is still an unfilled gap in identifying whether the pre-service teachers are fully equipped with the knowledge and competencies of conducting questionnaire surveys. Hence, this paper responds to this challenge by exploring the status quo of student teachers’ perceptions and the application of a questionnaire survey in foreign language education research.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Teachers’ Perceptions and Application of Questionnaire Survey in an EFL Context

Hu,

2024

Sage Open

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Although questionnaire surveys are widely applied in second-language research, there is still little research on the application of questionnaire among early career researchers. Problems such as the lack of details concerning why the questionnaire survey is adopted, how the questionnaire is constructed, and how the survey is administered and reported are prevalent in student teachers’ research proposals or theses, which greatly impairs the quality of their academic work. However, few studies have been conducted to address these problems. This study aims to explore the real situation of the questionnaire survey application by examining student teachers’ perceptions of a questionnaire survey and their application of this research method to their theses. Using a mixed-method approach, the study collected quantitative and qualitative data from 138 student teachers, including 103 fresh undergraduates and 35 post-graduates. Quantitative data analysis used descriptive statistics, while qualitative data analysis used semi-structured interviews and content analysis. The study found that: (1) student teachers had some basic but unsystematic perceptions of the questionnaire survey. They had insufficient awareness of the rules of writing good questions, piloting questionnaires, sampling strategies, doing reliability, and validity analysis, etc. (2) Most student teachers developed questionnaires based on existing questionnaires without explaining reasons and adjustments. They introduced questionnaire design in their theses in an incomplete way, with piloting, selecting sample strategies, and statistical analysis methods often missing. Thus, some pedagogical implications can be drawn to improve student teachers’ awareness and competencies of the questionnaire survey.

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Section: Literature Reviewmentioning

confidence: 99%

Student Teachers’ Perceptions and Application of Questionnaire Survey in an EFL Context

Hu,

2024

Sage Open

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Identifying inclusive training needs with the inclusive practices in English language teaching observation scale

Young

2024

Asian. J. Second. Foreign. Lang. Educ.

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Quality inclusive education has been guaranteed at the international policy level, but for inclusive education to be realized, teachers must be prepared to teach students with a wide variety of support needs. With well over a billion English language learners worldwide, and considering the fact that language learning can present many unique barriers to students with disabilities, the TESOL field has a growing need to consider how to best train teachers to teach inclusively. English language teachers (ELTs) generally lack training to teach students with disabilities, and little research has been done to identify specific training needs. If language learning environments are to honor the human right to inclusive education, then this is a critical research gap to close. This study reports on the use of a novel instrument, the Inclusive Practices in English Language Teaching Observation Scale (IPELT), in combination with post-observation interviews, to determine specific training needs among ELTs working at the postsecondary level in Japan. Magnitude coding of IPELT results and thematic analysis of field notes and interview data from 13 participants suggests that ELTs in this particular context would likely benefit from training in differentiation and specific considerations for teaching students with disabilities, as well as identifying possible students with disabilities. The participants also demonstrated a foundational skill set to create inclusive learning environments despite a general lack of relevant training.

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Measuring preservice foreign language teachers' attitudes toward inclusive education through a newly developed scale

Cited by 2 publications

References 43 publications

Student Teachers’ Perceptions and Application of Questionnaire Survey in an EFL Context

Student Teachers’ Perceptions and Application of Questionnaire Survey in an EFL Context

Identifying inclusive training needs with the inclusive practices in English language teaching observation scale

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