Pre-service teachers' confidence in teaching students with visual impairments in inclusive education

Ingrid Žolgar (Author), Mojca Lipec-Stopar (Author)

Abstract

The implementation of inclusive education for students with visual impairments still represents a challenge. The results of different studies have shown that regular teachers generally have misconceptions about visual impairments. Similar results can be found for pre-service teachers. In this study, the focus is on the challenges, questions, and dilemmas of pre-service teachers in relation to the inclusion of students with visual impairments. Pre-service teachers (N = 152) in undergraduate teacher education study programmes (preschool education and primary teacher education) and graduate (i.e. MA-level) teacher education study programmes (primary teacher education, art education, subject teacher education) participated in the study. The pre-service teachers rated their confidence in their own knowledge and skills in terms of ten specific tasks related to teaching students with visual impairments. The pre-service teachers evaluated their professional knowledge and skills in the observed areas as insufficient to effectively teach students with visual impairments in mainstream schools. The relationship between confidence level and independent variables (personal experience, first thought, study programme) was analysed. The results showed that there were no signifycant differences regarding personal experience and study programme; however, there was a signify cant difference regarding their positive, neutral, and negative first thought. A principal component analysis was conducted to detect interrelationships among items on a scale of self-confidence, and it indicated two components: the first one is related to ‘designing and delivering instruction’ and the second one is related to ‘adapting and modifying the learning environment’. Implications for teacher training and the development of a future course are discussed.

Keywords

inkluzija;

Data

Language:	English
Year of publishing:	2016
Typology:	1.01 - Original Scientific Article
Organization:	UL PEF - Faculty of Education
Publisher:	Zagreb, Fakultet za defektologiju Sveučilišta u Zagrebu
UDC:	376-056.262
COBISS:	11156041
ISSN:	1331-3010
Views:	1174
Downloads:	116
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Croatian
Secondary keywords:	teacher;pre-school education;vision defect;teaching;učitelj;predšolska vzgoja;motnje vida;
File type:	application/pdf
Type (COBISS):	Article
Pages:	str. 51-62
Volume:	ǂVol. ǂ52
Issue:	ǂbr. ǂ1
Chronology:	2016
ID:	9169971