Addressing South African Pre-service Teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education
Addressing South African Pre-service Teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education
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解决南非职前教师对全纳教育的感受、态度和担忧
DOI：
10.1080/1034912x.2011.626665
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
E. Swart
中科院分区：
文献类型：
--
作者：
M. Oswald;E. Swart
本文叙述了一项研究的结果，调查职前教师的态度和关注的包容性教育和他们的舒适度时，与残疾人互动完成课程后，包容性教育。来自南非一所高等教育机构的180名职前教师完成了对全纳教育的情感、态度和关切量表。他们都准备在小学（41%）或中学（59%）教学。职前教师情绪量表的平均得分在干预后增加（p < 0.001），态度量表的平均得分也增加（p < 0.001）。然而，与他们的担忧相关的平均评分下降（p = 0.01）。关于后一项调查结果，由于干预，职前教师变得更加担心支持包容性教育的资源（p < 0.001）、大班的现实（p = 0.01）和他们的工作量（p = 0.04）。根据研究结果提出了建议，建议高等教育机构应提高全纳教育课程的质量。
This article recounts the findings of a study that investigated pre-service teachers’ attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in South Africa completed the Sentiments, Attitudes and Concerns about Inclusive Education Scale. They were all being prepared to teach at either the primary (41%) or secondary (59%) level of education. Pre-service teachers’ mean scores on the sentiments scale increased following the intervention (p < 0.001), as did the mean scores on the attitudes scale (p < 0.001). However, mean scores related to their concerns decreased (p = 0.01). With respect to the latter finding, as a result of the intervention the pre-service teachers became more worried about resources to support inclusive education (p < 0.001), the reality of large classes (p = 0.01) and their workload (p = 0.04). Recommendations based on the research findings are made, suggesting that the quality of courses on inclusive education should be enhanced in higher education institutions.