Understanding attitudes and self-efficacy of in-service teachers and professionals towards inclusive education in the Republic of Armenia
Tekijät
Päivämäärä
2018Tekijänoikeudet
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
The concept and practices of inclusive education have been spreading worldwide for over two decades, pushing governments to adopt child-centered policies and consider basic school education as a fundamental human right for all children. This movement has created mixed attitudes and problematic perceptions among teachers who have to teach children in special needs education. Transitioning from a dual school system to an inclusive one is an ongoing process in the Republic of Armenia and the aim of the current study is to understand the Armenian teachers’ overall attitudes towards inclusive education and their self-efficacy for inclusive practices.
А quantitative study was conducted to understand teachers’ attitudes and self-efficacy towards inclusive education. The data was collected from 187 in-service teachers from 11 mainstream schools. The respondents completed a questionnaire on their 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, Loreman, and Forlin, 2011).
The analysis revealed that the Armenian teachers’ attitude formation depends on different factors. For example, the higher the level of the inclusive education training was, the more positive were the attitudes. Also, the teachers’ sentiments towards direct contact with children with disabilities were higher than concerns and attitudes. The data also indicated that the teachers’ level of concerns with including learners with disabilities in their classes was mostly dependent on how they felt about implementing the inclusive practices.
...
Asiasanat
Metadata
Näytä kaikki kuvailutiedotKokoelmat
- Pro gradu -tutkielmat [29556]
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices
Yada, Akie; Alnahdi, Ghaleb H. (Routledge, 2021)Although providing equal educational opportunity for all children is the common goal for inclusive education around the world, the way of implementation is influenced by cultural, historical, and socioeconomic factors of ... -
Japanese in-service teachers' attitudes towards inclusive education and self-efficacy for inclusive practices
Yada, Akie (2015)Although 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 ... -
Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis
Savolainen, Hannu; Malinen, Olli-Pekka; Schwab, Susanne (Routledge, 2022)Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes ... -
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Yada, Akie; Savolainen, Hannu (Pergamon Press, 2017)Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments ... -
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration
Mudhar, Gunita; Ertesvåg, Sigrun K.; Pakarinen, Eija (Routledge, 2023)Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.