Teachers’ Perspectives of Inclusive Education: An International Comparative Approach

• In Event: Inclusion, Tracking, and Social Justice in Global Contexts

Abstract

As part of a wider international comparative study on teachers’ perspectives on inclusive education 1645 in-service teachers from China, Finland and South Africa completed a questionnaire about inclusive education. The aim was to explore teachers’ attitudes toward inclusive education and differences and similarities between the three countries in teachers’ profiles of self-efficacy. Results indicate that the effects of inclusive education developments in every country on self-efficacy and attitudes and their interaction were significant. The significance of this study lies in illustrating not only country specific features that exist within international agendas such as inclusive education but also in its contribution to learning from one another in the development of a culture of acceptance of diversity.

Authors

• Hannu Savolainen, University of Eastern Finland

• Petra Engelbrecht, Canterbury Christ Church University

• Olli-Pekka Malinen, University of Eastern Finland

• Jiacheng Xu, Beijing Union University

• Mirna Nel, North West University