Pre-service primary teachers’ attitudes towards inclusive education

Varcoe, Linda Boyle, Christopher

Abstract：Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers’ attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers’ attitudes by examining total inclusion scores, positive affect, training and perceived competence, and negative affect. Three-hundred and forty-two participants from a metropolitan Australian University studying primary school education completed the Teacher Attitudes to Inclusion Scale (adapted). Comparisons were made between participants who had received training on special education, compared with those who had not. The analyses revealed that overall, studying an elective unit on inclusive education had a positive influence over pre-service teachers’ attitudes. It was found that teaching experience had a significantly negative impact on pre-service teachers’ attitudes. The present study demonstrates the vital role that training institutions play in developing appropriate attitudes to inclusive education with significant issues around teacher training being examined. The research has important implications for training institutions, with future research being discussed.

Key Words：inclusion；inclusive education；pre-service teachers’ attitudes；student teachers’ attitudes

总结：研究表明,全纳教育成功的一个重要因素依赖于教师的态度。在这些证据的基础上,本研究调查，通过检查总分数，主要是职前教师的态度,积极的影响,培训和感知能力,和消极的影响。参与者大都会在澳洲大学学习小学教育，完成老师的包容态度规模(适应)。参与者之间的比较是接受特殊教育训练,分析表明,总体而言,学习包容教育选修单元对职前教师的态度有积极的影响。发现教学经验对职前教师的态度有显著的负面影响。本研究证明了至关重要的作用,培训机构发展与重大问题的适当的态度对包容教育教师培训接受检查。培训机构的研究作为未来的研究讨论有着重要的意义,。

来源:Educational Psychology. May2014, Vol. 34 Issue 3, p323-337. 15p.