The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?

Mintz, Joseph; Hick, Peter; Solomon, Yvette; Matziari, Aikaterini; Ó'Murchú, Finn; Hall, Kathy; Cahill, Kevin M.; Curtin, Catriona; Anders, Jake; Margariti, Despoina

doi:10.1016/j.tate.2020.103042

Cited by 43 publications

(33 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, these results must be viewed with caution. The transition of the pre-service teachers to the phase of novice teachers can bring changes in terms of attitudes, knowledge, and self-efficacy concerning inclusion, in the sense of dropping them, as a recent study warns [65]. Changes associated with the transition from teacher preparation program to the first two years of teaching in terms of teaching efficacy were also identified in the study led by Thomson and colleagues [66].…”

Section: Discussionmentioning

confidence: 94%

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cretu

Morândău

2020

Sustainability

View full text Add to dashboard Cite

In the context of international demands in recent decades to strengthen the commitment to inclusive policy and practices within education systems, teacher education has been challenged to find ways to prepare teachers capable of addressing the various needs of learners. The goal of this paper is to examine the research literature on initial teacher education for inclusive education (ITEIE) by using bibliometric analysis carried out on 440 documents indexed by Web of Science (WoS). The findings support the understanding of the ITEIE field regarding the evolution across time, the contributions in the field, the relevant journals, authors, and papers, the collaboration patterns. Although there has been a significant increase in the number of published works over the years, only a small number of countries and researchers have made significant contributions to the field. The analyses performed with VOSviewer software indicated poor collaboration among participating countries and authors. Several general topics have been addressed in the field over the past 25 years. There is a need to develop more cross-border research groups to ensure progress in the field. By mapping the emerging ITEIE research literature, this study can be a starting point for the development of new studies in the area.

show abstract

Section: Discussionmentioning

confidence: 94%

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cretu

Morândău

2020

Sustainability

View full text Add to dashboard Cite

show abstract

“…Pre-service teachers in higher semesters report higher levels of positive attitudes than pre-service teachers in the beginning of their studies but also higher levels of concern regarding their ability to meet expectations. In addition, Mintz et al (2020) showed that teachers' attitudes change in the transition phase from the pre-service phase into the novice teacher year.…”

Section: Towards a Broader Understanding Of Inclusionmentioning

confidence: 99%

Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students

Schwab

Resch

Alnahdi

2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

Several studies have investigated (pre-service) teachers' attitudes toward inclusion. However, most have focused on teachers' attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised version of the Attitudes to Inclusion Scale (AIS). The psychometric quality of the revised scale was examined. The results indicated a high reliability, and the two-dimensional factor structure was confirmed by a confirmatory factor analysis. Some evidence for convergent validity was found. More positive attitudes towards inclusive schooling were found among pre-service teachers focusing on inclusive education within their teacher training programme, female teachers, and pre-service teachers with a migration background.

show abstract

“…This involves that also and teachers have to get prepared to teach not only within heterogeneous classes but also within these new integration settings. As it was further found out that teachers' attitudes towards inclusion decrease over time (Mintz et al 2020) it is of major importance to focus on the preservice teachers. They may need additional support to transfer their skills from teacher education to the classroom.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction

Kast

Schwab

2020

International Journal of Inclusive Education

View full text Add to dashboard Cite

Due to the rising linguistic heterogeneity in schools, the inclusion of pupils with a first language other than the language of instruction is one of the major challenges of education systems all over the world. In this paper, attitudes of in-service teachers, pre-service teachers and parents towards the inclusion of pupils with a first language other than the language of instruction are examined. Additionally, as the paper focused on how the participants perceive the development of this pupils in different school settings (fully included, partly included, fully segregated). Data from 1501 participants were investigated. Descriptive results showed that pre-service teachers' attitudes towards the inclusive schooling of pupils with different language skills in composite classes were rather positive, while attitudes of inservice teachers and parents rather tend to be neutral. Regarding the results concerning the participants' attitudes towards the pupils' development in different school settings, all three subgroups belief that pupils with German as first language would develop in a more positive way, compared to pupils without German as first language. Moreover, the migration background of pre-service teachers and parents had a positive influence on the participants' attitudes.

show abstract

The reality of reality shock for inclusion: How does teacher attitude, perceived knowledge and self-efficacy in relation to effective inclusion in the classroom change from the pre-service to novice teacher year?

Cited by 43 publications

References 48 publications

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students

Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction

Contact Info

Product

Resources

About