Pre‐service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study

Civitillo, Sauro; Moor, J.M.H. de; Vervloed, Mathijs P. J.

doi:10.1111/1467-9604.12119

Cited by 21 publications

(19 citation statements)

References 33 publications

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“…Although not studied directly, negative beliefs about inclusion may also increase for preservice teachers as they move through their preparation programs. Inclusion-related worries were found to increase with greater familiarity with inclusive education (Forlin & Chambers, 2011; see also Sharma & Sokal, 2015), and preservice teachers near completion of their programs were skeptical about the day-to-day experiences of teaching in inclusive settings (Civitillo et al, 2016). On the contrary, research suggests that overall attitudes become more positive with increasing years in a teacher preparation program (Sharma, Forlin, & Loreman, 2008; see also Domović et al, 2017).…”

Section: Beliefs About Inclusive Educationmentioning

confidence: 99%

“…The movement toward inclusive education has been a major topic in educational reforms over the past three decades (Civitillo, De Moor, & Vervloed, 2016). Inclusive education refers to having learning environments in neighborhood schools that effectively support the development and academic attainment of all students within a diverse society (e.g., Porter & Towell, 2017).…”

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confidence: 99%

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An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

Metsala

Harkins

2019

Teacher Education and Special Education: The Journal of the Tea

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Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.

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Section: Beliefs About Inclusive Educationmentioning

confidence: 99%

mentioning

confidence: 99%

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

Metsala

Harkins

2019

Teacher Education and Special Education: The Journal of the Tea

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“…Parent-teacher interaction, participation and collaboration is generally expected, although this is a developing concept in some countries [9][10][11]. However, minimal, token collaboration is not enough.…”

Section: Introductionmentioning

confidence: 99%

“The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

Koch

2020

Societies

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The purpose of this qualitative research was to consider the influence of parent interaction on the perspectives of pre-service teachers with regards to their interactions with and instruction of students with disabilities. The data set for this research was 106 reflection papers written as part of a class assignment after the pre-service teachers participated in a discussion panel with parents of children with disabilities. The pre-service teachers were asked to reflect on things they learned after listening to the parents and how they would use that information in their future interactions with parents when they had their own classrooms. The findings suggest that listening to the parents’ experience from the parents themselves had an impact on the pre-service teachers and would positively influence their future interactions. Recommendations to improve opportunities for parent exposure in teacher-education programs are provided.

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“…Both teachers and parents feel uncertain about this and are worried (Pijl 2010). Newly qualified teachers, for example, wonder whether they have enough time to attend additionally to pupils with special support needs, and also whether their knowledge of teaching is up to that task (Civitillo, De Moor, and Vervloed 2016).…”

Section: Introductionmentioning

confidence: 99%

Do troublesome pupils impact teacher perception of the behaviour of their classmates?

Wienen

Batstra²,

Thoutenhoofd³

et al. 2018

European Journal of Special Needs Education

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The widely supported wish for more inclusive education places ever greater expectations on teachers' abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have 'abnormal behaviour' , and the class mean without these pupils as the dependent variable. For all SDQ-L subscales-emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems-the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class.

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Pre‐service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study

Cited by 21 publications

References 33 publications

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

“The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

Do troublesome pupils impact teacher perception of the behaviour of their classmates?

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