Universität zu Köln

Urton, Karolina, Wilbert, Juergen and Hennemann, Thomas (2015). Teachers' Attitude Towards Inclusion and Their Self-Efficacy. Psychol. Erzieh. Unterr., 62 (2). S. 147 - 158. MUNICH 19: ERNST REINHARDT GMBH CO VERLAG. ISSN 0342-183X

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Abstract

The present study - involving teachers practicing inclusion at the primary level (N = 618) - examines the extent to which self-efficacy, collective efficacy, and also one's own teaching experience influences attitudes towards inclusion. The results corroborate the assumption that differences between the school faculties (N = 67) in regard to attitudes towards inclusion, to individual and collective efficacy as well as to actual experience in teaching children with special needs indeed do exist. A hierarchical linear model demonstrates, as we expected, that self-efficacy collective efficacy, and the experiences already acquired in teaching children with special needs significantly interact with attitudes towards inclusion.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Urton, Karolina UNSPECIFIED UNSPECIFIED UNSPECIFIED Wilbert, Juergen UNSPECIFIED UNSPECIFIED UNSPECIFIED Hennemann, Thomas UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-416786
DOI:	10.2378/peu2015.art09d
Journal or Publication Title:	Psychol. Erzieh. Unterr.
Volume:	62
Number:	2
Page Range:	S. 147 - 158
Date:	2015
Publisher:	ERNST REINHARDT GMBH CO VERLAG
Place of Publication:	MUNICH 19
ISSN:	0342-183X
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language EDUCATION; STUDENT; BELIEFS Multiple languages Psychology, Educational Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/41678