Netherlands: An exploratory study
- 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.
| Verfasserangaben: | Sauro CivitilloORCiDGND, Jan M. H. de Moor, Mathijs P. J. Vervloed |
|---|---|
| DOI: | https://doi.org/10.1111/1467-9604.12119 |
| ISSN: | 0268-2141 |
| ISSN: | 1467-9604 |
| Titel des übergeordneten Werks (Englisch): | Support for Learning : British Journal of Learning Support |
| Verlag: | Wiley |
| Verlagsort: | Hoboken |
| Publikationstyp: | Wissenschaftlicher Artikel |
| Sprache: | Englisch |
| Jahr der Erstveröffentlichung: | 2016 |
| Erscheinungsjahr: | 2016 |
| Datum der Freischaltung: | 22.03.2020 |
| Freies Schlagwort / Tag: | beliefs; inclusive education; pre-service teachers; training teachers |
| Band: | 31 |
| Seitenanzahl: | 18 |
| Erste Seite: | 104 |
| Letzte Seite: | 121 |
| Peer Review: | Referiert |
| Name der Einrichtung zum Zeitpunkt der Publikation: | Humanwissenschaftliche Fakultät / Profilbereich Bildungswissenschaften |
