Improving intentions to teach in inclusive classrooms

the impact of teacher education courses on future Learning Support Teachers

Paola Aiello, Umesh Sharma

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)207-219
Number of pages13
JournalForm@re
Volume18
Issue number1
DOIs
Publication statusPublished - 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 journalArticleResearchpeer-review

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