| Owner: |
Katja Scharenberg
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| Owner Email: |
katja.scharenberg@lmu.de
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| Paper Title: |
Individual and Academic-Related Effects of Teacher Training on Preservice Teachers' Beliefs About Inclusion
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| Session Title: |
Inclusion and Accessibility in Educational Assessment SIG (96) Roundtable Session
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/20/2020
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| Presentation Location: |
Online
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| Descriptors: |
Accountability, Special Education, Teacher Education - Pre-Service
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| Methodology: |
Quantitative
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| Author(s): |
Katja Scharenberg, University of Education Freiburg; Saskia Opalinski, University of Potsdam
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| Unit: |
SIG-Inclusion and Accessibility in Educational Assessment
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| Abstract: |
Teacher training for inclusion is a widely discussed research topic both in Germany and in international contexts. Above all, teachers’ professional beliefs, as one element of their professional competence, are frequently taken into consideration (EADSNE, 2010). In this regard, empirical evidence showed that university courses on inclusive education can lead to the development of positive beliefs about inclusion (e.g. Lancaster & Bain, 2007; Sharma & Nuttal, 2016).
The present paper examines how pre-service teachers’ beliefs about inclusion can be developed by university courses on inclusive education and whether the respective teacher training program, the type of course or sociodemographic characteristics are significant. The findings show significant influences of degree program and course type on pre-service teachers’ beliefs about inclusion.
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| DOI: |
https://doi.org/10.3102/1580704
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