'My attitude, my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria

Pearl Karen Subban, Dikeledi Mahlo

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and to investigate factors that may impact on their intention to include students with additional learning needs into regular classrooms. The study utilised a published survey as a measuring instrument. One-way analyses of variance were used to establish whether statistically significant relationships existed between specific demographic variables and respondent attitudes towards inclusive education. This paper presents the findings of this investigation.
Original languageEnglish
Pages (from-to)441-461
JournalInternational Journal of Inclusive Education
Volume21
Issue number4
DOIs
Publication statusPublished - 2017

Keywords

  • Inclusive education pre-service teachers
  • Attitudes
  • teacher preparation

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