@article{CivitillodeMoorVervloed2016,
  author    = {Civitillo, Sauro and de Moor, Jan M. H. and Vervloed, Mathijs P. J.},
  title     = {Netherlands: An exploratory study},
  series = {Support for Learning : British Journal of Learning Support},
  volume    = {31},
  journal   = {Support for Learning : British Journal of Learning Support},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0268-2141},
  doi       = {10.1111/1467-9604.12119},
  pages     = {104 -- 121},
  year      = {2016},
  abstract  = {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.},
  language  = {en}
}
@article{MassoltBorowski2020,
  author    = {Massolt, Joost Willem and Borowski, Andreas},
  title     = {Perceived relevance of university physics problems by pre-service physics teachers},
  series = {International journal of science education},
  volume    = {42},
  journal   = {International journal of science education},
  number    = {2},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0950-0693},
  doi       = {10.1080/09500693.2019.1705424},
  pages     = {167 -- 189},
  year      = {2020},
  abstract  = {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.},
  language  = {en}
}