Section
Developing teaching practice
Abstract
The increasing trend to mainstream students with educational challenges (SEC) has obligated mainstream teachers to develop different approaches to deal with heterogeneous classes. Previous research on in-service and pre-service teachers has shown that successful inclusion is correlated with positive attitudes towards inclusion, a high sense of self-efficacy, and minimal stigmatization of SEC. However, it remains unclear whether training programs for in-service and pre-service teachers can impact initial attitudes towards inclusive education. This study examined the different components of attitudes towards inclusion in three groups: in-service teachers, pre-service teachers, and college students enrolled in non-education majors. An online questionnaire was administered by a survey company to 489 participants: in-service teachers who had at least one SEC in their classes (n=196), pre-service teachers (n=143), and college students (n=150). The results showed that pre-service teachers had the most positive attitude towards inclusion of SEC, whereas in-service teachers had the most negative attitude. Attitudes towards inclusion were predicted by stigmatizing attitudes and self-efficacy. Stigmatizing attitudes were predicted by gender, religion, education, and self-efficacy. Thus, the main route to more inclusive and less prejudiced teachers may lie in strengthening teachers' self-efficacy. These results have implications for training programs, which should focus on eliminating myths, strengthening the concept of inclusion throughout the entire program, and enhancing the expertise of in-service teachers.
Practitioner Notes
- Across all participants, per and in service teachers and college students, high levels of self-efficacy were correlated with positive attitudes toward SEC inclusion.
- Among pre- and in-service teachers, stigmatizing attitudes were correlated with negative attitudes toward SEC inclusion.
- Among in-service teachers, high levels of self-efficacy were correlated with more professional experience and decreasing levels of stigmatizing attitudes.
- Nevertheless, differences were found between the attitudes of pre-service teachers, in-service teachers, and college students towards SEC in a mainstream inclusive program. Pre-service teachers had the most positive attitudes towards inclusion of SEC, whereas in-service teachers had the most negative. In-service teachers reported lower self-efficacy than college students.
Recommended Citation
Shauli, S., Heiman, T., & Olenik Shemesh, D. (2023). Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students. Journal of University Teaching & Learning Practice, 20(6). https://doi.org/10.53761/1.20.6.7
Reviewing
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Agreements
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