Deciding to act: Teachers' willingness to implement inclusive practices

Abstract

This article presents an ongoing study being conducted at the University of Salerno (Italy) to examine the variables, often intertwined, that influence teachers' willingness to shift from fossilised methods of instruction to inclusive teaching strategies. Despite the strong tradition of inclusive education, the long history in pedagogical studies and the investment in teacher training, research has shown that in Italy an integrative model still persists.Meanwhile, a plethora of research stemming from psychological, sociological and neuroscientific studies, has been conducted on an international level on what affects people's intentions to change behaviour. Among the theoretical constructs and models that have been developed, the Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behaviour (TPB) (Ajzen, 1988) have been used as conceptual frameworks to guide research on the variables affecting teachers' intentions to act and implement new approaches in order to ensure quality education for all.The paper provides an overview of the literature available on the studies conducted to identify the theories framing research in this field, the methods and tools most commonly utilized, and the variables affecting the adoption of inclusive practices. The article concludes by outlining the implications for research and teacher education curricula reform.Keywordsliterature review; social cognitive theory; teacher agency; theory of planned behaviour; scale development

Correlation of Work Discipline and Pedagogical Competence to Teaching Performance in Elementary Teacher

“…Highly job dependents caused by school administration and teaching load are likely to affect improving the integrity (Courduff et al, 2016;Pace & Aiello, 2016) and the work ethic of teachers (Pace & Aiello, 2016). The attitude of integrity in the teacher is likely to manifest itself in various forms, both in classroom and office activities.…”