Search results for "Inclusive"
showing 10 items of 5972 documents
La Self-Efficacy degli insegnanti di sostegno in formazione iniziale
2021
Nell’ultimo ventennio gli studi sulla Self-Efficacy hanno sempre più indagato le percezioni degli insegnanti e come queste influenzano, non solo il loro modo di lavorare, ma soprattutto gli esiti di apprendimento e il senso di autoefficacia degli allievi. La percezione di autoefficacia degli insegnanti nel costruire ambienti di apprendimento inclusivi assume un ruolo ancora più importante. Il presente contributo indaga tale costrutto in un campione di 1591 studenti iscritti al V ciclo del corso per il conseguimento della specializzazione per le attività di sostegno didattico per gli alunni con disabilità dell’Università degli Studi di Palermo. In the last twenty years, studies on Self-Effic…
Individual Approach to Studies during Covid-19 Quarantine
2021
Anitas Vaivodes diplomdarbs “Individuāla pieeja mācībām Covid-19 karantīnas laikā” izstrādāts Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes Skolotāju izglītības nodaļā. Diplomdarba mērķis ir raksturot sociālā pedagoga mācību atbalsta darbu skolēniem, lai izstrādātu sociālpedagoģiskās darbības programmu nesekmīgo skolēnu atbalstam attālinātā mācību procesa laikā vispārizglītojošajā skolā. Teorētiskajā daļā tiek raksturoti iekļaujošās izglītības un atbalsta sistēmas jēdzieni, kā arī aprakstīta Latvijas izglītības sistēmas pāreja uz karantīnas periodu 2019./2020. m.g. otrajā pusgadā. Praktiskā daļa ietver aptauju par pētījumu par atbalsta sistēmas procesu Rīgas sociālā…
Teachers’ Changing Attitudes and Preferences around Inclusive Education
2020
Inclusive education as an alternative to traditional separate special education has gained recognition since the approval of the Salamanca Statement in 1994. The success of inclusion is considered to be highly dependent on the teachers’ positions on inclusion. In this study Finnish comprehensive school teachers’ opinions were investigated in order to evaluate the prospects of inclusion in Finland, and also to study the variables associated with these attitudes. A total of 2,276 teachers and principals participated in the email survey. The final sample contained 1,041classroom teachers, 755 subject teachers and 445 special education teachers. The results confirmed the existence of a large va…
Explaining classroom teachers’ attitudes towards inclusive education
2019
Teacher attitudes have been identified as an important resource when striving towards inclusive education as defined in the Salamanca Statement (1994). This study surveyed some key factors associated with teacher attitudes towards inclusion. The participants were 1,456 classroom teachers in Finnish primary schools who were asked about their readiness to include in their classrooms a student with a specified special educational need (SEN). The results were reviewed in association with some background variables, including workload concerns, evaluation of professional skills and the opportunity to get extra support if needed. The results show that classroom teachers’ positive attitudes towards…
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
2020
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 is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A total of 1326 teachers from Finish schools participated in an electronic survey. Teachers’ self-efficacy beliefs were assessed five times and attitudes (attitudes and concerns subscale) three times over three years. The outcomes indicated that both …
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teache…
2023
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collective efficacy significantly predicted their behaviour. The number of students with attention or behavioural problems has an indirect negative effect on teacher behaviour, mediated by teacher self-efficacy. peerReviewed
Attitudes of Teachers Towards Inclusive Education in Finland
2020
Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. The present study surveyed teachers’ attitudes towards inclusion by using a large national sample and Teachers’ Attitudes towards Inclusion Scale (TAIS). A total of 1,764 Finnish basic-school teachers participated in the e-mail survey. They included 824 classroom teachers, 575 subject teachers and 365 special-education teachers. The classroom teachers scored below and the subject teachers significantly below, the neutral midpoint of the scale. The special-education teachers’ mean scores were above the midpoint. About 20% of teachers were strong oppon…
Repensant la formació inicial del professorat per a la diversitat lingüística i cultural a l'aula
2011
Durant les últimes dècades els sistemes educatius europeus estan fent front a nombrosos reptes relacionats amb el tractament de la diversitat cultural i lingüística de l’alumnat. Per tal de poder afrontar aquesta diversitat es fa necessari impulsar plantejaments globals que s’adrecin al conjunt de la població amb la finalitat de construir una societat cohesionada. A l’article exposem algunes de les principals dificultats relatives a la formació inicial del professorat en quan a la gestió i al tractament de la diversitat lingüística i cultural, així com diferents projectes i enfocaments que pretenen establir noves directrius per a la seva formació competencial.
Committing, engaging and negotiating : Teachers’ stories about creating shared spaces for co-teaching
2019
The study examined teachers’ stories on developing co-teaching partnerships. The narratives of three two-teacher teams were used to illustrate joint professional landscapes. The teams narrated the development process as one in which commitment, engagement and negotiation were the key elements in shaping their professional landscapes. The findings indicate wide variation in the role of shared understanding and related engagement in co-constructing co-teaching practices. peerReviewed
Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research
2017
Teachers can be influential change agents in transforming their schools if they regularly reflect on their pedagogical practices, looking for improvements that will help all learners reach their fu...