Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory

Kupers, Elisa; de Boer, Anke; Bakker, Alianne; de Jong, Frank; Minnaert, Alexander

doi:10.1080/08856257.2023.2263717

Cited by 2 publications

(1 citation statement)

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“…While several studies have attempted to apply part of the TPB to teaching practices (e.g., Kupers et al, 2023 ; Urton et al, 2023 ), only few have tested the full model in relation with CBP, DI, or FA practices. Table 1 describes the only TPB studies we found concerning these teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Dierendonck,

Poncelet,

Tinnes-Vigne

2024

Front. Psychol.

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IntroductionIn Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.MethodsTeachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding CBP, DI, or FA. Measurement models were used in structural equation models testing the TPB.ResultsIf the main relationships postulated by the theory were confirmed, some inconstancies were observed depending on the targeted practices. Structural equation TPB models controlling for gender, experience, teaching level, and socio-economic level of the school population explained between 20 and 45% of the variance in teachers’ practices, and between 65 and 75% of the variance in teachers’ intention to use these practices.DiscussionThe relevance of the TPB for studying teaching practices and implications for professional training are discussed.

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Section: Introductionmentioning

confidence: 99%

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Dierendonck,

Poncelet,

Tinnes-Vigne

2024

Front. Psychol.

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Explaining Pre-Service Early Childhood Teachers’ Intention of Implementing Museum Visits: An Extension of the Theory of Planned Behavior

2024

Sage Open

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Museums are traditionally considered public service settings with educational functions and practical learning resources for students. Early childhood teachers’ intention to implement class visits to museums is still very low. This paper synthesizes the theory of planned behavior model (TPB) and core determinants of the technology acceptance model (TAM) to hypothesize an extended TPB model to explain preschool teachers’ perceptions and intentions to implement museum visits. The results revealed that early childhood teachers’ intention of implementing class visits to museums was significantly influenced by attitude, perceived usefulness, and perceived behavioral control. The implications of this study are provided.

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Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory

Cited by 2 publications

References 24 publications

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Explaining Pre-Service Early Childhood Teachers’ Intention of Implementing Museum Visits: An Extension of the Theory of Planned Behavior

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