INCLUSIVE EDUCATION IN JAPAN AND KOREA – JAPANESE AND KOREAN TEACHERS’ SELF‐EFFICACY AND ATTITUDES TOWARDS INCLUSIVE EDUCATION
INCLUSIVE EDUCATION IN JAPAN AND KOREA – JAPANESE AND KOREAN TEACHERS’ SELF‐EFFICACY AND ATTITUDES TOWARDS INCLUSIVE EDUCATION
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日本和韩国的全纳教育——日本和韩国教师的自我效能感和对全纳教育的态度
DOI：
10.1111/1471-3802.12324
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发表时间：
2016
影响因子：
1.5
通讯作者：
Jia Song
中科院分区：
文献类型：
--
作者：
Jia Song
本研究旨在评估日本和韩国教师的自我效能和对全纳课堂的态度。教师效能感量表（TSES; Tschannen-Moran and Woolfolk，2001）和教师对全纳课堂的态度量表（STATIC; Cochran，1998）由191名日本教师和102名韩国教师完成。研究发现，韩国通识教育教师的自我效能感高于日本通识教育教师。然而，日本和韩国的特殊教育教师之间没有显着差异。在韩国组，普通教师有较高的自我效能，但较特殊教育教师对融合教育的积极态度。韩国特殊教育教师对教师间的合作最没有信心，而日本教师对这种合作最有信心。日本和韩国教师都表示对在职培训的强烈需求。一些影响的研究结果进行了讨论，在有关日本和韩国的教师准备制度之间的差异。
The current study aims to evaluate teachers’ self-efficacy and attitudes towards inclusive classrooms in Japan and Korea. Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran and Woolfolk, 2001) and Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC; Cochran, 1998) were completed by 191 Japanese and 102 Korean teachers. The study found that Korean general education teachers’ self-efficacy was higher than Japanese general teachers. However, no significant differences were found between Japanese and Korean special education teachers. Within the Korean group, general teachers had higher self-efficacy but less positive attitudes towards inclusive education than special education teachers. Korean special education teachers were the least confident in teacher-to-teacher collaboration, while Japanese teachers were the most confident in such collaboration. Both Japanese and Korean teachers expressed a strong demand for in-service training. Some of the implications of the findings are discussed in relating to the differences between Japanese and Korean teacher preparation systems.