Reference : Preservice teachers' attitudes toward inclusion and toward students with special educ...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/22156
Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds
English
Markova, Mariya mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Krolak-Schwerdt, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Glock, Sabine mailto [Bergische Universität Wuppertal > School of Education]
5-Nov-2015
Journal of Experimental Education
Yes (verified by ORBilu)
International
0022-0973
[en] preservice teachers ; special educational needs ; inclusion ; implicit attitudes
[en] Drawing on social cognition frameworks, we experimentally examined preservice teachers’ implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers’ explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and questionnaires. Results showed indifferent implicit attitudes toward students with SEN with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. Furthermore, participants reported a high motivation to act without prejudice toward minorities but held less favorable explicit attitudes toward inclusion of students with SEN, especially students with behavioral problems. Differential patterns of implicit and explicit evaluations could bias teachers’ interactions with students. Findings are discussed with respect to implications for educational practice and research.
FNR
TRANSINTER
Researchers ; Professionals
http://hdl.handle.net/10993/22156
10.1080/00220973.2015.1055317
FnR ; FNR784116 > Sabine Krolak-Schwerdt > TRANSINTER > School transitions from primary to secondary school: Development of intervention strategies to improve the quality of teachers' transition decisions > 01/05/2011 > 30/04/2014 > 2010

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