TY - JOUR A1 - Civitillo, Sauro A1 - de Moor, Jan M. H. A1 - Vervloed, Mathijs P. J. T1 - Netherlands: An exploratory study JF - Support for Learning : British Journal of Learning Support N2 - Teachers’ beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed. KW - inclusive education KW - pre-service teachers KW - training teachers KW - beliefs Y1 - 2016 U6 - https://doi.org/10.1111/1467-9604.12119 SN - 0268-2141 SN - 1467-9604 VL - 31 SP - 104 EP - 121 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Massolt, Joost Willem A1 - Borowski, Andreas T1 - Perceived relevance of university physics problems by pre-service physics teachers BT - personal constructs JF - International journal of science education N2 - Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are perceived by pre-service physics teachers as more relevant for their future career than regular, quantitative problems. It is however not clear, what the students' meaning of the construct 'relevance' is: what makes a problem more relevant to them than another problem? To answer this question, N = 7 pre-service teachers were interviewed using the repertory grid technique, based on the personal construct theory. Nine physics problems were discussed with regards to their perceived relevance and with regards to problem properties that distinguish these problems from each other. We are able to identify six problem properties that have a positive influence on the perceived relevance. Physics problems that are based on these properties should therefore potentially have a higher perceived relevance, which can have a positive effect on the motivation of the pre-service teachers who solve these problems. KW - Motivation KW - physics education KW - pre-service teachers KW - repertory grid Y1 - 2020 U6 - https://doi.org/10.1080/09500693.2019.1705424 SN - 0950-0693 SN - 1464-5289 VL - 42 IS - 2 SP - 167 EP - 189 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - GEN A1 - Massolt, Joost Willem A1 - Borowski, Andreas T1 - Perceived relevance of university physics problems by pre-service physics teachers BT - personal constructs T2 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are perceived by pre-service physics teachers as more relevant for their future career than regular, quantitative problems. It is however not clear, what the students' meaning of the construct 'relevance' is: what makes a problem more relevant to them than another problem? To answer this question, N = 7 pre-service teachers were interviewed using the repertory grid technique, based on the personal construct theory. Nine physics problems were discussed with regards to their perceived relevance and with regards to problem properties that distinguish these problems from each other. We are able to identify six problem properties that have a positive influence on the perceived relevance. Physics problems that are based on these properties should therefore potentially have a higher perceived relevance, which can have a positive effect on the motivation of the pre-service teachers who solve these problems. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1396 KW - motivation KW - physics education KW - pre-service teachers KW - repertory grid Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-515838 SN - 1866-8372 VL - 42 IS - 2 SP - 167 EP - 189 ER -