04 SES 14 C, Dealing With An Inclusive Perspective - Managing Inclusive Teacher Education in View of Different Training Concepts and School Systems
International findings confirm that teacher education still doesn´t prepare teachers for inclusive setting sufficiently (De Boer, Pijl & Minnaert, 2011). The aim therefore is to identify training methods supporting teachers to generate appropriate attitudes and skills in dealing with inclusive classrooms. A strong body of research identified attitudes and self-efficacy beliefs towards inclusive teaching as important factors for implementing inclusive education. Findings indicated, the higher teachers´ self-efficacy beliefs, the more positive are teachers´ attitudes towards inclusion (Sharma & Sokal, 2015). Hence, against the background of the theory of planned behavior two Austrian teacher training University Colleges join the canon of international research by carrying out a long-term and mixed methods study with teacher students and teachers since 2011 (n = 1,532) regarding their attitudes and self-efficacy beliefs (Feyerer et al., 2014). So far, a cross-sectional analysis of data showed student teachers having rather positive attitudes and high self-efficacy beliefs, qualitative data illustrated the future perspective of inclusive teaching and the importance of working in a good team (Hecht et al., 2016). First, the paper aims to shed light on the variables´ sustainability or possible trajectories from the beginning of teacher education until entering in the profession. Second, it is intended to explore the role of self-efficacy beliefs and their significance for positive attitudes over time. Third, the findings of the qualitative data regarding the relevance of the teamwork are illustrated in comparison to the quantitative data. It is discussed to what extent the team acts as possible influencing factor for attitudes and self-efficacy beliefs towards inclusion.
De Boer, A., Pijl, S.J. & Minnaert, A. (2011). Regular primary schoolteachers´ attitudes towards inclusive education. Journal for Inclusive Education, 15 (3), 331-353. Hecht, P., Niedermair, C. & Feyerer, E. (2016). Einstellungen und inklusionsbezogene Selbstwirksamkeitsüberzeugungen von Lehramtsstudierenden und Lehrpersonen im Berufseinstieg – Messverfahren und Befunde aus einem Mixed-Methods-Design. Empirische Sonderpädagogik, 1, 86-102. Sharma, U. & Sokal, L. (2015). Can Teachers’ Self-Reported Efcacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices? Australasian Journal of Special Education, Available on CJO 2015 doi:10.1017/jse.2015.14.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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