Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 207-219 |
| Number of pages | 13 |
| Journal | Form@re |
| Volume | 18 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2018 |
Keywords
- inclusive education
- intentions
- self-efficacy
- attitudes
Cite this
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Improving intentions to teach in inclusive classrooms : the impact of teacher education courses on future Learning Support Teachers. / Aiello, Paola; Sharma, Umesh.
In: Form@re, Vol. 18, No. 1, 2018, p. 207-219.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Improving intentions to teach in inclusive classrooms
T2 - the impact of teacher education courses on future Learning Support Teachers
AU - Aiello, Paola
AU - Sharma, Umesh
PY - 2018
Y1 - 2018
N2 - Educational research is giving much attention to implicit variables such as teachers’ attitudes, self-percepts of efficacy, concerns and intentions for the successful implementation of inclusive classroom practices, thus becoming core targets in course programme planning. This study was conducted to assess the possible impact of a teacher education course for future Learning Support Teachers (LSTs) on the variables involved in planning intentional behaviour aimed at fostering school inclusion. Using the Theory of Planned Behaviour as the guiding framework, it was hypothesised that LSTs with lower degree of concerns, higher levels of teaching efficacy, and favourable attitudes are likelier to have positive intentions to implement inclusive practices. Results show that the course may have influenced these variables positively. The authors conclude that further research needs to be conducted on the teaching strategies to be used in these courses.
AB - Educational research is giving much attention to implicit variables such as teachers’ attitudes, self-percepts of efficacy, concerns and intentions for the successful implementation of inclusive classroom practices, thus becoming core targets in course programme planning. This study was conducted to assess the possible impact of a teacher education course for future Learning Support Teachers (LSTs) on the variables involved in planning intentional behaviour aimed at fostering school inclusion. Using the Theory of Planned Behaviour as the guiding framework, it was hypothesised that LSTs with lower degree of concerns, higher levels of teaching efficacy, and favourable attitudes are likelier to have positive intentions to implement inclusive practices. Results show that the course may have influenced these variables positively. The authors conclude that further research needs to be conducted on the teaching strategies to be used in these courses.
KW - inclusive education
KW - intentions
KW - self-efficacy
KW - attitudes
U2 - 10.13128/formare-22605
DO - 10.13128/formare-22605
M3 - Article
VL - 18
SP - 207
EP - 219
JO - Form@re
JF - Form@re
SN - 1825-7321
IS - 1
ER -