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dc.contributor.advisorSavolainen, Hannu
dc.contributor.authorYada, Akie
dc.date.accessioned2015-12-30T12:53:30Z
dc.date.available2015-12-30T12:53:30Z
dc.date.issued2015
dc.identifier.otheroai:jykdok.linneanet.fi:1506476
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/48213
dc.description.abstractAlthough inclusive education has become mainstream in global educational policy, its implementation in national educational policies and in actual practice is often prob-lematic. In Japan, for example, inclusion is relatively new concept for teachers and the overall support system for children with disabilities is underdeveloped. Previous stud-ies suggested that teachers needed to adopt positive attitudes towards inclusive educa-tion and to have high self-efficacy for inclusive practices if they want to become ef-fective inclusion teachers. The purpose of this study is to examine Japanese teachers’ attitudes towards the implementation of inclusive education and self-efficacy for in-clusive practices. A sample of 359 Japanese primary and secondary education teachers filled in a questionnaire comprising the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale (Forlin, Earle, Loreman & Sharma, 2011) and the Teacher Efficacy for Inclusive Practices (TEIP) scale (Sharma, Lore-man, and Forlin, 2012). The results indicated that although teachers’ sentiments to-wards disabilities were generally positive, many of them had some concerns about implementing inclusive education in their own practice. Teachers’ overall level of self-efficacy for inclusive practice was relatively low compared to other countries particularly related to managing problematic student behaviour. Self-efficacy regard-ing managing behaviour and collaboration was related to overall attitudes towards inclusive education. The findings of this research can provide useful theoretical and practical insights for pre-service and in-service teacher education in Japan.en
dc.format.extent1 verkkoaineisto (54 sivua)
dc.language.isoeng
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.subject.otherpystyvyys
dc.subject.otherinklusiivinen opetus
dc.titleJapanese in-service teachers' attitudes towards inclusive education and self-efficacy for inclusive practices
dc.identifier.urnURN:NBN:fi:jyu-201512304146
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaKasvatustieteiden tiedekuntafi
dc.contributor.tiedekuntaFaculty of Educationen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.date.updated2015-12-30T12:53:31Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi106
dc.subject.ysoopettajat
dc.subject.ysoasenteet
dc.subject.ysoopetus
dc.subject.ysoJapani


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