TY  - JOUR
A1  - Börnert-Ringleb, Moritz
A1  - Westphal, Andrea
A1  - Zaruba, Nicole
A1  - Gutmann, Franziska
A1  - Vock, Miriam
T1  - The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers
JF  - Frontiers in education
N2  - Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.
KW  - inclusion
KW  - attitudes
KW  - teaching
KW  - automatic evaluation
KW  - beliefs
KW  - implicit
Y1  - 2020
U6  - https://doi.org/10.3389/feduc.2020.584464
SN  - 2504-284X
VL  - 5
PB  - Frontiers Media
CY  - Lausanne
ER  -