葡萄牙的全纳教育：探索教师的情感、关切和态度

IF 1.3 Q3 EDUCATION, SPECIAL Journal of Research in Special Educational Needs Pub Date : 2024-03-22 DOI:10.1111/1471-3802.12663

Marisa Carvalho, David Simó-Pinatella, Helena Azevedo, Ana Luisa Adam Alcocer

{"title":"葡萄牙的全纳教育：探索教师的情感、关切和态度","authors":"Marisa Carvalho, David Simó-Pinatella, Helena Azevedo, Ana Luisa Adam Alcocer","doi":"10.1111/1471-3802.12663","DOIUrl":null,"url":null,"abstract":"<p>This study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self-efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic questionnaire were used to collect data. The results indicate that teachers' attitudes towards inclusion were generally positive. However, teachers-related variables (e.g., teachers' self-efficacy, teaching experience, previous training, and knowledge about educational laws and policies) influence teachers' attitudes in a complex and dynamic way. Implications for policies, practices and research are presented.</p>","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12663","citationCount":"0","resultStr":"{\"title\":\"Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers\",\"authors\":\"Marisa Carvalho, David Simó-Pinatella, Helena Azevedo, Ana Luisa Adam Alcocer\",\"doi\":\"10.1111/1471-3802.12663\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self-efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic questionnaire were used to collect data. The results indicate that teachers' attitudes towards inclusion were generally positive. However, teachers-related variables (e.g., teachers' self-efficacy, teaching experience, previous training, and knowledge about educational laws and policies) influence teachers' attitudes in a complex and dynamic way. Implications for policies, practices and research are presented.</p>\",\"PeriodicalId\":46783,\"journal\":{\"name\":\"Journal of Research in Special Educational Needs\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-03-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.12663\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Special Educational Needs\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12663\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Special Educational Needs","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12663","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

本研究探讨了葡萄牙教师对全纳教育的态度，以及教师对全纳教育的自我效能感与其他社会人口和专业变量之间的关系和对教师态度的预测。共有 539 名葡萄牙教师参与了这项研究。收集数据时使用了 "对全纳教育的情感、态度和关注 "量表、"教师对全纳实践的效能 "量表和社会人口学问卷。结果表明，教师对全纳教育的态度总体上是积极的。然而，与教师相关的变量（如教师的自我效能感、教学经验、以往的培训以及对教育法律和政策的了解）以复杂和动态的方式影响着教师的态度。本文提出了对政策、实践和研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers

This study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self-efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic questionnaire were used to collect data. The results indicate that teachers' attitudes towards inclusion were generally positive. However, teachers-related variables (e.g., teachers' self-efficacy, teaching experience, previous training, and knowledge about educational laws and policies) influence teachers' attitudes in a complex and dynamic way. Implications for policies, practices and research are presented.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Research in Special Educational Needs EDUCATION, SPECIAL-

CiteScore

3.00

自引率

6.70%

发文量

期刊介绍： Journal of Research in Special Educational Needs (JORSEN) is an established online forum for the dissemination of international research on special educational needs. JORSEN aims to: Publish original research, literature reviews and theoretical papers on meeting special educational needs Create an international forum for researchers to reflect on, and share ideas regarding, issues of particular importance to them such as methodology, research design and ethical issues Reach a wide multi-disciplinary national and international audience through online publication Authors are invited to submit reports of original research, reviews of research and scholarly papers on methodology, research design and ethical issues. Journal of Research in Special Educational Needs will provide essential reading for those working in the special educational needs field wherever that work takes place around the world. It will be of particular interest to those working in: Research Teaching and learning support Policymaking Administration and supervision Educational psychology Advocacy.