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 inEuropean Journal of Special Needs Education
DisciplineKasvatuspsykologiaErityispedagogiikkaOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)KasvatuspsykologiaSpecial EducationTeacher education research (teaching, learning, teacher, learning paths, education)
© 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. ...
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Burns, Eila (University of Jyväskylä, 2015)
Gender bias and gender equality beliefs in teaching efficacy profiles of Finnish physical education teachers Gråstén, Arto; Kokkonen, Juha; Kokkonen, Marja (Routledge, 2022)Homogeneous teaching efficacy profiles of in-service physical education (PE) teachers (N = 175) from a variety of educational institutions, elementary to higher education, were examined. In addition, associated gender bias ...
Investigating teachers’ dyadic self-efficacy and its correlations to students’ perceptions of teacher efficacy and student well-being Schwab, Susanne; Lindner, Katharina-Theresa; Savolainen, Hannu (Routledge, 2022)Most studies, to date, have ignored variance in teachers’ self-efficacy (TSE) in relation to teaching individual students (i.e., student-specific self-efficacy). However, TSE and teacher efficacy differ among students. ...
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 ...
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 ...