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

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

Povzetek

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.

Ključne besede

inkluzija;

Podatki

Jezik:	Angleški jezik
Leto izida:	2016
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	Zagreb, Fakultet za defektologiju Sveučilišta u Zagrebu
UDK:	376-056.262
COBISS:	11156041
ISSN:	1331-3010
Št. ogledov:	1174
Št. prenosov:	116
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Hrvaški jezik
Sekundarne ključne besede:	teacher;pre-school education;vision defect;teaching;učitelj;predšolska vzgoja;motnje vida;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Članek v reviji
Strani:	str. 51-62
Letnik:	ǂVol. ǂ52
Zvezek:	ǂbr. ǂ1
Čas izdaje:	2016
ID:	9169971