Ambivalent implicit attitudes towards inclusion in preservice PE teachers
- Explicit attitudes towards inclusion are increasingly investigated in (preservice) teachers. However, few studies examine implicit attitudes towards inclusion, despite the advantage of being less sensitive to social desirability. Since inclusion is a sensitive topic, we aimed to investigate implicit and explicit attitudes towards inclusion as well as interactions between these attitudes. Using the Single-Target Implicit Association Test, early semester preservice teachers exhibited ambivalent implicit attitudes and positive explicit attitudes. Implicit attitudes were negatively correlated with explicit attitudes. Methodological and contentual explanations for these findings are discussed and theory-based implications for university education are suggested.
| Author details: | Franziska Lautenbach, Franziska AntoniewiczORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.tate.2018.01.003 |
| ISSN: | 0742-051X |
| Title of parent work (English): | Teaching and Teacher Education |
| Subtitle (English): | the need for assessing both implicit and explicit attitudes towards inclusion |
| Publisher: | Elsevier |
| Place of publishing: | Oxford |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2018/02/24 |
| Publication year: | 2018 |
| Release date: | 2021/12/07 |
| Tag: | Associate propositional evaluation model; Dual-process; Inclusion; Physical education; ST-IAT |
| Volume: | 72 |
| Number of pages: | 9 |
| First page: | 24 |
| Last Page: | 32 |
| Funding institution: | Federal Ministry of Education and ResearchFederal Ministry of Education & Research (BMBF) [01JA1630] |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
| DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
| Peer review: | Referiert |
