‘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 Subban, Dikeledi Mahlo

Research output: Contribution to journalReview ArticleResearchpeer-review

11 Citations (Scopus)

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
Number of pages21
JournalInternational Journal of Inclusive Education
Volume21
Issue number4
DOIs
Publication statusPublished - 3 Apr 2017

Keywords

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

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