Teachers’ concerns about inclusive education ...
Document type :
Article dans une revue scientifique
Permalink :
Title :
Teachers’ concerns about inclusive education and the links with teachers’ attitudes
Author(s) :
Jury, Mickaël [Auteur]
Activité, Connaissance, Transmission, éducation [ACTé ]
Laurence, Aurélie [Auteur]
Université d'Auvergne - Clermont-Ferrand I [UdA]
Cèbe, Sylvie [Auteur]
Activité, Connaissance, Transmission, éducation [ACTé]
Desombre, Caroline [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Activité, Connaissance, Transmission, éducation [ACTé ]
Laurence, Aurélie [Auteur]
Université d'Auvergne - Clermont-Ferrand I [UdA]
Cèbe, Sylvie [Auteur]
Activité, Connaissance, Transmission, éducation [ACTé]
Desombre, Caroline [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Journal title :
Frontiers in Education
Abbreviated title :
Front. Educ.
Volume number :
7
Publisher :
Frontiers Media SA
Publication date :
2023-01-12
ISSN :
2504-284X
HAL domain(s) :
Sciences cognitives
English abstract : [en]
The present research investigates teachers’ concerns about inclusive education and said concerns’ specific links with attitudes teachers have regarding this policy. More precisely, while the literature has already identified ...
Show more >The present research investigates teachers’ concerns about inclusive education and said concerns’ specific links with attitudes teachers have regarding this policy. More precisely, while the literature has already identified that teachers share distinct concerns regarding inclusive education (e.g., lack of resources, increased workload, appropriateness, or the difficulties associated with this policy), the first purpose of this exploratory study was to identify whether and how teachers specifically rank these concerns in terms of priority. Additionally, while teachers’ concerns can be negatively associated with attitudes toward inclusive education, the present study also sought to investigate the distinct manner in which teachers’ concerns predict these attitudes. A correlational study involving 508 French teachers was conducted indicating that teachers express the most concern about, by order of descending importance, resources, workload, difficulties, and appropriateness. Moreover, despite the fact that the latter factor was deemed least important, it most consistently predicted the voicing of negative attitudes by teachers toward inclusive education. This interesting paradox, as well as the implications and limitations of the present findings, are discussed.Show less >
Show more >The present research investigates teachers’ concerns about inclusive education and said concerns’ specific links with attitudes teachers have regarding this policy. More precisely, while the literature has already identified that teachers share distinct concerns regarding inclusive education (e.g., lack of resources, increased workload, appropriateness, or the difficulties associated with this policy), the first purpose of this exploratory study was to identify whether and how teachers specifically rank these concerns in terms of priority. Additionally, while teachers’ concerns can be negatively associated with attitudes toward inclusive education, the present study also sought to investigate the distinct manner in which teachers’ concerns predict these attitudes. A correlational study involving 508 French teachers was conducted indicating that teachers express the most concern about, by order of descending importance, resources, workload, difficulties, and appropriateness. Moreover, despite the fact that the latter factor was deemed least important, it most consistently predicted the voicing of negative attitudes by teachers toward inclusive education. This interesting paradox, as well as the implications and limitations of the present findings, are discussed.Show less >
Language :
Français
Audience :
Internationale
Popular science :
Non
Administrative institution(s) :
Université de Lille
Research team(s) :
Education & Société
Submission date :
2023-04-13T11:21:57Z
2023-04-14T09:03:02Z
2023-04-14T09:03:02Z
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