scholarly journals University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education

2019 ◽  
Vol IV (I) ◽  
pp. 365-372
Author(s):  
Umair Ayub ◽  
Shumaila Shahzad ◽  
Muhammad Shabbir Ali
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Inclusive Classroom ◽  
Inclusive Practices ◽  
University Teachers ◽  
Positive Attitudes ◽  
University Level ◽  
The University ◽  
Aforementioned Study ◽  
Positive Significant Correlation

Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.

scholarly journals Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 2300
Author(s):  
Constanza San Martin ◽  
Chenda Ramirez ◽  
Rubén Calvo ◽  
Yolanda Muñoz-Martínez ◽  
Umesh Sharma
Keyword(s):  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Inclusive Classrooms ◽  
Inclusive Practices ◽  
Teacher Qualification ◽  
Service Training ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers

2015 ◽  
Vol 14 (3) ◽  
pp. 270-293 ◽  
Author(s):  
David Scheer ◽  
Markus Scholz ◽  
Astrid Rank ◽  
Christian Donie
Keyword(s):  
Preservice Teachers ◽  
Special Needs ◽  
Student Teachers ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Inclusive Classroom ◽  
General Effect ◽  
Future Teachers ◽  
School Teachers ◽  
Case Examples

This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.

scholarly journals Deciding to act: Teachers' willingness to implement inclusive practices

2016 ◽  
Author(s):  
Erika Pace ◽  
Paola Aiello
Keyword(s):  
Social Cognitive Theory ◽  
Inclusive Education ◽  
Theory Of Planned Behaviour ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Integrative Model ◽  
Inclusive Practices ◽  
Planned Behaviour ◽  
Training Research ◽  
The University

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

scholarly journals Formation of communicative competence in a professionally-oriented foreign language course in higher education: issues and recommendations

2020 ◽  
Vol 100 (4) ◽  
pp. 167-172
Author(s):  
G Urazbayeva ◽  
◽  
A Kabdiyeva ◽  
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Course Completion ◽  
Postgraduate Students ◽  
University Teachers ◽  
Classroom Activities ◽  
Survey Results ◽  
University Level ◽  
Authentic Environment ◽  
The University

The aim of a professionally-oriented English language course is to develop students’ communicative compe-tence, English language linguistic competence, in particular, that supports students’ professional expertise. In this paper, the main issues of the formation of communicative competence in a professionally — oriented English language course at the university level are discussed. The data is drawn from the survey conducted among undergraduate and postgraduate students in Nur-Sultan, Kazakhstan (N=48, mean age 26.5) who have taken the course. The survey results revealed that although students hold a positive attitude towards the course, they did not show some sufficient improvement of linguistic skills after the course completion, and more than 33 % of respondents rarely or almost never used the acquired English language skills for their fur-ther professional development. In this paper, I argue that to reach the intended learning objectives of the course, there is a need for university teachers to create a more «authentic» environment in order to involve students in creative and engaging classroom activities.

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

2019 ◽  
Vol 43 (2) ◽  
pp. 178-192
Author(s):  
Jamie L. Metsala ◽  
Mary Jane Harkins
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Strong Predictor ◽  
Inclusive Classroom ◽  
Negative Beliefs ◽  
History Of

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.

Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

2013 ◽  
Vol 16 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Olli-Pekka Malinen ◽  
Hannu Savolainen ◽  
Jiacheng Xu
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Second Order ◽  
Model Fit ◽  
Inclusive Practices ◽  
Mainland Chinese ◽  
Confirmatory Factor ◽  
Order Factor ◽  
Teacher Self Efficacy ◽  
The Relationship

Abstract Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive practices and attitude toward inclusive education, and c) to study the relationship between participants' attitudes and other variables related to inclusive education. Confirmatory factor analysis gave support the hyphothesis of three correlated but separate factors of self-efficacy: Efficacy to use inclusive instructions, Efficacy in collaboration, and Efficacy in managing behaviour. As the initial factors were correlated, another model with second-order factor to which the three factors loaded, was tested. This model fit the data equally well. The second-order factor, which was named as General teacher self-efficacy for inclusive practices, explained significantly participants' attitudes to inclusive education.

scholarly journals La inclusión educativa en la Universidad Central del Ecuador desde las percepciones del estudiantado

2020 ◽  
Vol 4 (8) ◽  
pp. 1-14
Author(s):  
Alba Guadalupe Yépez Moreno ◽  
◽  
Marcelo Remigio Castillo Bustos ◽  
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Inclusive Education ◽  
Life Histories ◽  
Educational Needs ◽  
Inclusive Practices ◽  
Special Educational Needs ◽  
Research Context ◽  
Educational Relationships ◽  
The University

This paper presents the description of the students perceptions of the Central University of Ecuador regarding the inclusive education in the university context. The data collection was carried out through the analysis of 10 life histories of students with special educational needs associated with disabilities and situations of vulnerability, and 48 interviews applied to two students of each faculty of the aforementioned institution. The data was analyzed with Atlas Ti software. 8.0. The results reveal that in the research context there has been an important integration of students with special educational needs associated or not with disability. However, due to inherent limitations of policies, cultures and inclusive practices; socio-educational relationships and interrelationships are generally fragmented, traditional and homogenizing, same that with a view to a supposed regularity, in practice, are highly exclusive. The researchers affirm that their interests, motivations and needs are met in a limited way in the university context. Since the curriculum is inflexible and the physical facilities are not very accessible, they have to adapt to contexts and processes by making immeasurable efforts. Keywords: inclusive education, inclusive policies, inclusive cultures, inclusive practices, higher education.

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