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ERIC Number: EJ1022626
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 85
ISBN: N/A
ISSN: ISSN-0305-764X
Predicting Pre-Service Teachers' Preparedness for Inclusive Education: Bangladeshi Pre-Service Teachers' Attitudes and Perceived Teaching-Efficacy for Inclusive Education
Ahsan, M. Tariq; Deppeler, Joanne M.; Sharma, Umesh
Cambridge Journal of Education, v43 n4 p517-535 2013
This study reports on the second phase of a larger study, which investigated the preparedness of pre-service teachers to teach in inclusive classrooms in Bangladesh. Phase 1 employed two standardised scales that were used with 1623 pre-service teachers from 16 teacher education institutions to measure their attitudes and perceived teaching-efficacy for inclusive education. The findings of Phase 1 indicated that the level and length of training, along with gender, influenced both teacher attitudes and teaching-efficacy. In Phase 2, semi-structured interviews with six administrative heads of the pre-service teacher education institutions were conducted in order to better understand these findings. Outcomes of Phase 2 indicated that curriculum, teacher-related and a number of contextual variables may explain the differences in the findings of this study that were in sharp contrast to those from previous international research. Recommendations for policy and curriculum reform for pre-service teacher education are also made.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bangladesh