Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities

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Authors
Kunze, André
Luder, Reto
Author (Corporation)
Publication date
22.03.2021
Typ of student thesis
Course of study
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Frontiers in Education
Special issue
DOI of the original publication
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Series
Series number
Volume
6
Issue / Number
650236
Pages / Duration
13
Patent number
Publisher / Publishing institution
Frontiers
Place of publication / Event location
Edition
Version
Programming language
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Practice partner / Client
Abstract
The findings show that the student teachers report significantly more positive contact with people with disability than negative ones. At the same time, student teachers who are in contact with people with disabilities report a significantly more positive attitude toward inclusion at the beginning of the term, and a higher self-efficacy in dealing with disruptive behavior and interdisciplinary cooperation, as well as an individualizing teaching structure. They also report fewer concerns and negative attitudes than student teachers without such contact. Contact with people with disabilities was significantly related to an anticipated willingness to take on an inclusive class.
Keywords
Inklusion, Einstellungen, Lehrpersonen
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ISBN
ISSN
2504-284X
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
License
'https://creativecommons.org/licenses/by/4.0/'
Citation
Kunze, A., Luder, R., & Kassis, W. (2021). Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities. Frontiers in Education, 6(650236), 13. https://doi.org/10.3389/feduc.2021.650236

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