04 SES 12 B, Teachers' Self-efficacy Beliefs, Attitudes and Motivation to Engage in Inclusive Education
Seven years past formal confirmation of Convention on the Rights of Persons with Disabilities in Germany, the educational policy, the educational system and all actors inside still face a huge challenge for establishing running inclusive schools. In addition to inclusive structures and principles of teaching obtain attitudes, beliefs and competencies of teachers for inclusive education as essential. Which attitudes, sentiments and concerns lead the acting of pre- and in-service-teachers? With which kind of confidence in self-efficacy the actors face the actual changings at schools? This study interrogated N=618 pre- (n=374) and in-service-teachers (n=244) with the international Research-Scales SACIE-R (= Sentiments, Attitudes and Concerns about Inklusive Education) andTEIP (= Teacher Efficacy for Inclusive Practice) (Forlin, C. et al. 2011/12). The first research results show a small difference between the pre- and in-service-teachers regarding their attitudes, sentiments and concerns. Moreover, experiences with persons with disabilities appear as an important influencing variable.
Feyerer, E. (2014). Einstellungen und Haltungen zur inklusiven Schule. Österreichische Pädagogische Zeitung Erziehung & Unterricht, Heft 3-4, S. 219-227. Forlin, C., Earle, C., Loreman, T. & Sharma, U. (2011). The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R). Exceptionality Education International 21(2&3). Sharma, U., Loremann, T., Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Education Needs, 12 (1), 12-2.
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