What’s in a name : the effect of category labels on teachers’ beliefs
Gibbs, S., Beckmann, J. F., Elliott, J., Metsäpelto, R.-L., Vehkakoski, T., & Aro, M. (2020). What’s in a name : the effect of category labels on teachers’ beliefs. European Journal of Special Needs Education, 35(1), 115-127. https://doi.org/10.1080/08856257.2019.1652441
Published in
European Journal of Special Needs EducationAuthors
Date
2020Discipline
KasvatuspsykologiaErityispedagogiikkaOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)KasvatuspsykologiaSpecial EducationTeacher education research (teaching, learning, teacher, learning paths, education)Copyright
© 2019 Informa UK Limited, trading as Taylor & Francis Group
In this paper, we report an investigation of the possible influence on teachers’ essentialist thinking and efficacy beliefs of category labels used to describe children’s educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child exhibiting difficulties in one of two domains: either behaviour or reading. Vignettes were presented in two versions. In one, the child was labelled as having either ‘ADHD’ or ‘Dyslexia’; in the alternate condition, no such label was ascribed, descriptions were identical in all other respects. Participating teachers were presented with two vignettes, one from each domain and in each condition. Responses to measures of Efficacy and Essentialist beliefs were solicited. Overall responses indicated that category labels evoked stronger essentialist beliefs but did not influence teachers’ efficacy beliefs. Finnish teachers reported stronger essentialist and lower efficacy beliefs than their counterparts in the UK.
...


Publisher
RoutledgeISSN Search the Publication Forum
0885-6257Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/32445913
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Tertiary teachers with dyslexia as narrators of their professional life and identity
Burns, Eila (University of Jyväskylä, 2015) -
Teachers' perceptions of student engagement and teacher self-efficacy beliefs
Pappa, Sotiria (2014)This study examines the teachers’ perceptions of student engagement, teachers’ self-efficacy beliefs, and their interrelation. Affective engagement can be understood as belonging or relatedness as well as identification ... -
Teacher self-efficacy beliefs and aims of pre-service English teachers
Kinnunen, Elli (2012)Kun tulevat englanninopettajat siirtyvät opinnoistaan työelämään, heitä tulee kohtamaan haastava työelämä, jossa heidän taitonsa ja osaamisensa opettajina tullaan punnitsemaan. Opettajankoulutuksessa luodut mielikuvat ... -
Pre-service teachers' perceptions of online teaching and their effects on self-efficacy beliefs
Hämäläinen, Pasi (2022)Maaliskuussa 2020 julistetuista poikkeusoloista johtuen koulut ympäri Suomen joutuivat siirtymään etäopetukseen koronavirustartuntojen ehkäisemiseksi. Nämä poikkeusolot vaikuttivat myös Jyväskylän yliopiston toimintaan ja ... -
Preservice teachers’ beliefs about young children’s technology use at home
Dong, Chuanmei; Mertala, Pekka (Elsevier, 2021)Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese ...