Development of pre‐service teachers' self‐efficacy beliefs and attitudes towards inclusive education through first teaching experiences

Weber, Kira Elena; Greiner, Franziska

doi:10.1111/1471-3802.12479

Cited by 32 publications

(22 citation statements)

References 48 publications

(72 reference statements)

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“…Varcoe and Boyle (2014) argued that PT's attitudes may be more influenced by their perceptions of matters of classroom practices, such as the availability of resources and support, rather than by any biases toward including students with special needs. In contrast, Weber andGreiner's (2019) study (2019) has revealed a low, but significant, positive relationship between positive experiences during teaching field experiments and attitudes toward inclusive education.…”

Section: Influence Of Pre-service Teachers' Contextual Characteristicsmentioning

confidence: 95%

Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics

et al. 2022

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Teachers’ belief toward students with special educational needs (SEN) in the regular classroom is a condition that may influence the implementation of inclusive education. Nevertheless, some studies suggest that teachers’ attitudes or self-efficacy beliefs toward students with behavioral difficulties (BD) are quite negative, but much less emphasis has been placed on the factors and mechanisms contributing to these attitudes. This study investigates associations between pre-service teachers’ (PT) attitudes toward students with BD, PT’s individual characteristics including self-efficacy beliefs, and PT’s education program characteristics. Participants surveyed were 1,499 PT enrolled in a 4-year teacher education program (bachelor’s degree) in Quebec Province, Canada. Descriptive analysis showed that PT’s report generally positive attitudes toward students with BD on the three components of attitudes, while behavioral components were significantly more positive than the affective and cognitive components. Among the individual characteristics of PTs, the more advanced their academic level, the more negative their attitudes were on all three components. The characteristics related to the teacher education program (general vs. special) and the number of hours of courses on the BD revealed significant differences only on the cognitive component. Results of the mediation analysis further revealed that the association between the PT’s characteristics and the three components of attitudes was mediated by PT’s self-efficacy beliefs. Results are discussed considering their implications for the field of teacher education.

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Section: Influence Of Pre-service Teachers' Contextual Characteristicsmentioning

confidence: 95%

Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics

et al. 2022

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“…The primary effects, which advocates that teachers generally place inspirational content at the beginning to improve the quality of teaching and students' interest in learning, can affect the positive experiences, self-e cacy and attitudes [30]. The KoPa WiFi EDU system on tablets used as an assistant tool for pathological teaching in this study is a common tool in the current information era and is easy for students to master.…”

Section: Discussionmentioning

confidence: 98%

Developing of case-importing teaching module-integrated 2D pathology and 3D radiology to improve learning effect in undergraduates of stomatology

Zhang¹,

Zhang²,

Guo³

et al. 2023

Preprint

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Purpose The teaching concept of integrated curriculum is an important means of medical education improvement, which can arouse students' enthusiasm for learning, enhance the learning effect of basic and clinical subjects, and help students to establish interdisciplinary connection. This study aimed to combine stomatologic pathology-radiology courses with instructional media and to propose a new morphological integrated teaching mode for undergraduate stomatology education. Methods In total 84 undergraduates were divided into four teaching groups: traditional (Group T), KoPa WiFi EDU system (Group K), KoPa WiFi EDU-CBCT (Group K-C), and CBCT-KoPa WiFi EDU (Group C-K). Participants received a 2-hour lecture on periapical cysts and sat a theoretical test. Corresponding groups underwent a 4-hour experimental pathology and radiology course on periapical cysts using different teaching methods. Participants repeated the theoretical test with an experimental test. Teaching effects were assessed based on objective and subjective experimental test scores and difference in theoretical test scores. Results The results indicated no significant difference in the first theoretical outcomes among four groups (P > 0.05). The second theoretical scores, objective and subjective experimental scores of integrated teaching mode with KoPa WiFi EDU system and CBCT which scored 89.29 ± 4.55, 81.00 ± 8.15, 61.57 ± 5.52 (Group K-C) and scored 87.52 ± 3.44, 80.00 ± 9.22, 58.00 ± 4.44 (Group C-K) exhibited superior teaching effects comparing to traditional teaching mode (scored 72.57 ± 3.84, 69.38 ± 4.91, 48.67 ± 5.54) and 2D teaching mode with KoPa WiFi EDU system (scored 80.43 ± 3.41, 73.00 ± 8.01, 55.67 ± 5.66) (P < 0.05). In the integrated teaching mode, subjective scores were higher in Group K-C (pathology followed by radiology) than in Group C-K (radiology followed by pathology) (P < 0.05). Long-term teaching effect of integrated mode was better than traditional mode (P < 0.05). Conclusion The K-C group combined with 2D pathology and 3D radiology in the morphology-based integrated teaching mode was the most superior one for undergraduates’ learning effects.

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“…Teachers' attitudes towards inclusion are a significant factor in its success (Goddard and Evans, 2018; AlMahdi and Bukamal, 2019). This is especially true for pre‐service teachers, who are responsible for implementing successful inclusive education in the future (Weber and Greiner, 2019; Byra and Domagała‐Zyśk, 2021). Attitudes may either overcome prejudices or contribute to maintaining them (Byra and Domagała‐Zyśk, 2021).…”

Section: Introductionmentioning

confidence: 99%

Pre‐service teachers' attitudes towards inclusion in Finland

Takala¹,

Sirkko²

2022

Support for Learning

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The attitudes towards inclusion and the terms used related to special needs by pre‐service teachers in three Finnish universities were studied. Inclusion is the main educational policy in Finland, and special solutions are avoided when possible. With a questionnaire and a brief survey, data from 488 pre‐service teachers (PSTs) were collected and analysed qualitatively and quantitatively. Results indicated that their attitudes towards inclusion were quite negative. Most of the positive attitudes, which were below the mean of the scale, were held by PSTs with special education as their major or as part of their studies, along with early education PSTs. The terms used for special needs were partly traditional, following the medical model of disability, but many students also referred to the structure of the support. The reasons for the negative attitudes and changes in the traditional names of special needs are also discussed.

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Development of pre‐service teachers' self‐efficacy beliefs and attitudes towards inclusive education through first teaching experiences

Cited by 32 publications

References 48 publications

Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics

Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics

Developing of case-importing teaching module-integrated 2D pathology and 3D radiology to improve learning effect in undergraduates of stomatology

Pre‐service teachers' attitudes towards inclusion in Finland

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