Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education

Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education

• Forlin, Chris Dept of Educational Psychology, Hong Kong Institute of Education
• Loreman, Tim Concordia University College of Alberta, Alberta, Canada
• Sharma, Umesh Monash University, Australia
• Earle, Chris Concordia University College of Alberta, Alberta, Canada

International Journal of Inclusive Education, 13(2), 195-209, 2009

Routledge

2009

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• E Special Education
  • EG Inclusive Education

Teachers Occupational Training Inclusive Education Mainstreaming in Education Associations, Institutions, etc Teacher Development Teachers' Workshops

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre-service teachers, consideration is given to the effect of a range of demographic differences on changing pre-service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre- and post-training comparisons are made which identify a range of variables that impact on changing pre-service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre-service teachers.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603110701365356]

• English

Journal Articles

• 13603116

• 10.1080/13603110701365356

https://bibliography.lib.eduhk.hk/en/bibs/64b26a7f

2011-01-21