scholarly journals Beliefs and Attitudes Toward Inclusion of Student Teachers and Their Contact With People With Disabilities

2021 ◽  
Vol 6 ◽  
Author(s):  
André Kunz ◽  
Reto Luder ◽  
Wassilis Kassis
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Disruptive Behavior ◽  
Self Efficacy ◽  
People With Disabilities ◽  
Personal Contact ◽  
Attitudes Toward Inclusion ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Beliefs And Attitudes

Inclusive schooling has been a key issue in special needs education for the last 20 years. In this context, teacher's attitudes toward inclusion is an essential factor in professional competence. It is therefore in the interest of an inclusive school system that inclusion-related beliefs and attitudes are cultivated in basic teacher education. Although some studies report positive effects of basic teacher education on successful inclusion processes and outcomes at school, the findings on attitude changes in teacher education are inconsistent. Multiple factors influence inclusion-related attitudes and beliefs. Among them, personal contact with people with disabilities is important. The present study at the University of Teacher Education in Zurich, Switzerland, examines the influence of previous contact with people with disabilities on attitudes toward inclusion after initial teacher training modules. An online survey (N = 443) was conducted before (T0) and after (T1) a training module on inclusive education/inclusive teaching. Validated scales on attitudes toward inclusion were used. The findings show that the student teachers report significantly more positive contact with people with disability than negative ones. At the same time, student teachers who are in contact with people with disabilities report a significantly more positive attitude toward inclusion at the beginning of the term, and a higher self-efficacy in dealing with disruptive behavior and interdisciplinary cooperation, as well as an individualizing teaching structure. They also report fewer concerns and negative attitudes than student teachers without such contact. Contact with people with disabilities was significantly related to an anticipated willingness to take on an inclusive class. However, no moderating effect of contact over the term was found. Additionally, we identify a considerable heterogeneity on positive attitudes toward inclusion within the respective groups (i.e., more positive or negative contact) via multigroup latent profile analysis. In particular, higher levels on self-efficacy in dealing with disruptive behavior and individualizing teaching structure were central indicators for positive attitudes toward inclusion; this held for both contact groups.

Positive effects of earthquake from the perspective of people with physical disability in Iran

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shahrzad Pakjouei ◽  
Aidin Aryankhesal ◽  
Mohammad Kamali ◽  
Hesam Seyedin ◽  
Mohammad Heidari
Keyword(s):  
Physical Disability ◽  
People With Disabilities ◽  
Lessons Learned ◽  
Structured Interviews ◽  
Content Type ◽  
Positive Effects ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Positive Attitudes ◽  
Knowledge Enhancement

Purpose Earthquake usually causes death, injury, disability and destruction of buildings and infrastructure, and people with disabilities are usually affected more than healthy people. As undesirable experiences may also have positive outcomes, this study aims to investigate the experiences of PWD and identify the positive effects of earthquakes on them in Iran, as an earthquake-prone country. Design/methodology/approach In this qualitative study, 20 participants were selected purposively among those having physical disability, aged 23-55 years and with experience of an earthquake. Their opinions were collected using semi-structured interviews. Analysis was performed using thematic approach and MAXQDA software was used to organize the data. Findings The positive effects of earthquake were categorized into five main themes: promotion of preparedness, knowledge enhancement, improvement of structures, socio-economic improvement (economic situation enhancement and social cohesion promotion) and outstanding role of national and international non-governmental organizations. Originality/value Although disasters are generally unpleasant, in the long term, they can result in positive effects and may be considered as opportunities to improve the situation and eliminate certain limitations. It is also important to learn from experiences of people with disabilities and apply the lessons learned, for enhancing preparedness and providing better services in the response phase of disaster management. Additionally, paying attention to the positive attitudes of such people, with special conditions and limitations, indicates their enhanced resilience to cope with disasters and emergencies, including COVID-19, which should be taken into consideration by policymakers and planners in future programs.

scholarly journals Supporting Peer Feedback on Learning Strategies: Effects on Self-Efficacy and Feedback Quality

2021 ◽  
pp. 147572572110166
Author(s):  
Anika Bürgermeister ◽  
Inga Glogger-Frey ◽  
Henrik Saalbach
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Peer Feedback ◽  
Digital Tool ◽  
Long Run ◽  
Feedback Quality ◽  
Giving Feedback ◽  
Beneficial Approach

The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers’ self-efficacy and feedback quality in a quasi-experiment. Student teachers ( n = 129) were asked to repeatedly provide peer feedback on learning strategies and were supported by a digital tool. The support was varied: support in assessment (A; realized by rubrics), in formulating the feedback (F; by providing sentence starters), in both components (A+F), or no support (Control). We conducted a 2 × 2 analysis of variance (ANOVA) to measure the effect on feedback quality and 2 × 2×2 mixed ANOVAs to investigate the effects on self-efficacy. Results revealed that student teachers perceived higher self-efficacy regarding assessing learning strategies and giving feedback after repeatedly giving and receiving peer feedback. While supporting feedback-writing (F) was immediately beneficial for students’ self-efficacy, the combination (A + F) was most advantageous in the long run. In addition, feedback quality was higher when students were supported in writing the feedback. The findings show that competencies to assess and to give feedback seem to be distinct components that should be fostered individually. The developed support by the digital tool seems to be one beneficial approach here.

scholarly journals THE ATTITUDES OF STUDENTS OF HUMANITIES TOWARD PEOPLE WITH DISABILITY AND INCLUSIVE EDUCATION

2021 ◽  
Vol 4 (1) ◽  
pp. 53-67
Author(s):  
Bojana Arsić ◽  
Svetlana Todorov ◽  
Anja Gajić ◽  
Aleksandra Bašić ◽  
Dragana Macešić-Petrović ◽  
...  
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Process ◽  
Attitudes Toward Inclusion ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Persons With Disabilities ◽  
Positive Attitudes ◽  
Previous Contact ◽  
Key Words Attitudes

Although the attitudes toward people with disabilities had improved, there is still evidence that they remain stigmatized. The aim of this research was to determine the differences in attitudes toward people with disabilities among participants based on their sociodemographic characteristics and attitudes toward inclusive education. The sample consisted of 261 students that were surveyed using the Multidimensional Attitudes Scale toward Persons with Disabilities, and a questioner designed by the authors regarding attitudes toward inclusion. Students who have had previous contact with people with disabilities had more positive attitudes. The majority of them had positive attitudes towards inclusive education and had the opinion that children who are enrolled in inclusive classes do not disrupt typically developing children‟s‟ educational process. It is of great importance to examine attitudes of students toward people with disabilities, because it is considered that attitudes of students represent future attitudes of the population. Key words: attitudes, students, disability, inclusion.

scholarly journals Asking the right questions

2019 ◽  
Vol 8 (3) ◽  
pp. 163-181
Author(s):  
Karen Blackmore
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Science Teacher Education ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Content Type ◽  
Positive Attitudes ◽  
The Right

Purpose The purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England. Design/methodology/approach A mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions. Findings Analysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning. Originality/value This study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.

scholarly journals Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Ghaleb H. Alnahdi ◽  
Susanne Schwab
Keyword(s):  
Special Education ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Attitudes Toward Inclusion ◽  
Arabic Version ◽  
Positive Attitudes ◽  
Education Levels ◽  
And Gender ◽  
Teachers Attitudes

This study aimed to determine the predictors for Saudi Arabian teachers' self-efficacy to work in inclusive education. Five independent variables were tested in this study: attitudes toward inclusive education, participants' educational major, having relative with disability, working with students with disability and gender. Further, predictors of teachers' attitudes toward inclusive education were examined. The sample was 185 elementary-school teachers in Saudi Arabia. The Arabic version of the Teacher Efficacy for Inclusive Practices scale was used to measure self-efficacy. To assess attitudes toward inclusion an Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised subscale was used. Results showed teacher attitude toward inclusion are strongly linked with teachers' self-efficacy to work in inclusive classrooms. Further, participants with a relative with a disability showed more positive attitudes for inclusive education. Levels of self-efficacy were unaffected by gender, having a special education degree, or having a relative with a disability. In sum, this study highlighted the importance of teachers' attitudes toward inclusive education as a main predictor of teachers' self-efficacy.

scholarly journals The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers

2018 ◽  
Vol 12 (1) ◽  
pp. 10 ◽  
Author(s):  
Abdullah A. Almodaires ◽  
Ghaida M. Alayyar ◽  
Tareq O. Almsaud ◽  
Faisal M. Almutairi
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Student Teachers ◽  
Basic Education ◽  
Educational Technology Research ◽  
Control Group ◽  
Flipped Learning ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Experimental Group

This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students’ perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait’s Public Authority for Applied Education and Training (PAAET). This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students’ perceptions of flipped learning. Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that the approach had a unique set of affordances and constraints. Findings suggest that FL may be a promising approach to enhance student-teachers’ learning in educational technology courses. The study provides insight into opportunities for further studies.

scholarly journals Student-Teachers’ Approaches to Learning, Academic Performance and Teaching Efficacy

2012 ◽  
Author(s):  
Pauline Goh Swee-Choo ◽  
Wong Kung Teck ◽  
Rosma Osman
Keyword(s):  
Academic Achievement ◽  
Teacher Education ◽  
Academic Performance ◽  
Learning Environment ◽  
Student Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Teaching Efficacy ◽  
Approach To Learning

Purpose – It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps questions ideas. Therefore, this investigation has an overall goal to use the unique approaches to learning (surface and deep approaches) of students in a teacher preparation program to address the needs of this particular group of students during their teacher education. The study examines the associations between scores on student-teachers’ approaches to learning, their academic performance and teaching efficacy. Methodology – The approach to learning instrument used was the Bahasa Melayu R-SPQ-2F and the teaching efficacy was collected through the Bahasa Melayu Teachers’ Sense of  Efficacy Scale (TSES). The sample for this study was a total of 104 second-year student-teachers from two cohorts enrolled in a teacher education degree programme in a Malaysian university. The R-SPQ-2F was administered on the 10th week of a 14-week semester. A cover page accompanying the questionnaires provided general information about the study and specific instructions to answer the questionnaire. Student-teachers were requested to provide their cumulative grade point average (CGPA) score from the previous semester. Data was analyzed by using Pearson’s product-moment correlation coefficient (Pearson’s r). Findings - Findings showed that surface approach to learning has shown significant negative association with teaching efficacy, indicating that those student-teachers who used surface learning exhibited low teaching efficacy. Deep approach to learning has shown significant positive association with both academic achievement and teaching efficacy, indicating that those student-teachers who adopted deep learning had better academic achievement and also had a stronger sense of teaching efficacy. Implications of these findings were discussed as they related to teaching and learning, specifically in the attempt to facilitate deeper learning strategies. Significance - The study provides further evidence that the translated versions of the Bahasa Melayu R SPQ-2F and theBahasa Melayu TSES are reliable instruments to assess and monitor student-teachers’ approaches to learning and their teaching self-efficacy beliefs. This study also adds to the very limited number of investigations of approaches to learning, academic performance, and teaching self efficacy of student-teachers in Malaysia.

scholarly journals THE RELATION BETWEEN SCIENCE STUDENT TEACHERS’ EDUCATIONAL USE OF WEB 2.0 TECHNOLOGIES AND THEIR COMPUTER SELF-EFFICACY

2015 ◽  
Vol 14 (1) ◽  
pp. 142-154
Author(s):  
Hülya Aslan Efe
Keyword(s):  
Teacher Education ◽  
Web 2.0 ◽  
Student Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Internet Access ◽  
Science Student ◽  
Web 2.0 Technologies ◽  
Student Centred Learning ◽  
At Home

The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers’ self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study involved 146 (F: 70, M: 76) student teachers in a teacher education course at Ziya Gökalp Education Faculty of Dicle University during the 2011-2012 academic year. The data were analysed using means, t-tests, and one-way ANOVAs. The study revealed that student teachers used Facebook the most frequently to communicate, access class material, hold discussions and form academic groups. Student teachers with Internet access at home used Web2.0 technologies more frequently than those without Internet access at home. The frequent use of Web 2.0 by student teachers provides teachers with the possibility for more student-centred learning activities in the classroom. Key words: science student teachers, teacher education, Web 2.0 technologies.

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