Multidimensional assessment of student teachers’ self-esteem and attitudes towards inclusive education and people with disabilities

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Teaching Education Pub Date : 2021-01-31 DOI:10.1080/10476210.2020.1856065

Stanisław Byra, Ewa Domagała-Zyśk

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引用次数: 2

Abstract

ABSTRACT This research aims to investigate the relationship between the self-esteem of student teachers, their attitudes towards inclusive education for children with disabilities, and the mediating factor of their attitudes towards people with disabilities. The study involved 562 student teachers from Poland. Significant correlations were found between the student teachers’ attitudes towards inclusion, self-esteem and attitudes towards people with disabilities. Higher self-esteem was associated with more positive attitudes, manifested as thoughts about people with disabilities, emotions felt towards them, and behaviours directed at them. The results show that the correlation between self-esteem and negative attitudes towards inclusion is mediated by negative attitudes towards persons with disabilities. These results correspond to findings pointing to the importance of self-esteem as a psychological resource that affects one’s interpretation of difficulties, life situations, and other people. The correlations of these three complex variables form a basis for a model of how to educate student teachers on inclusion.

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对实习教师的自尊和对全纳教育和残疾人的态度的多维评估

摘要本研究旨在探讨实习教师自尊与对残疾儿童全纳教育态度的关系，以及对残疾儿童全纳教育态度的中介因素。这项研究涉及来自波兰的562名实习教师。实习教师的包容态度、自尊态度与残障态度之间存在显著相关。更高的自尊与更积极的态度有关，表现为对残疾人的思考、对他们的情感和对他们的行为。结果表明，自尊与包容负性态度之间的相关关系受残疾人负性态度的中介作用。这些结果与指出自尊作为一种心理资源的重要性的发现相一致，它影响一个人对困难、生活状况和他人的解释。这三个复杂变量的相关性构成了如何对学生教师进行包容性教育的模型的基础。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.