Effective Teacher Training for Inclusive Education: The Importance of Preservice Teachers' Beliefs About Inclusion

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-12 - Inclusion and Accommodation in Educational Assessment SIG Roundtable

Abstract

In the context of inclusive education, aspects of teacher education and the importance of teachers’ beliefs are discussed (EADSNE, 2010). As one element of teachers’ professional competence, these beliefs are a key factor in inclusive school development (de Boer, Pijl & Minnaert, 2011). Research findings are broadly inconclusive. However, there is empirical evidence that university courses on inclusive education can lead to more positive beliefs about inclusion (e.g. Lancaster & Bain, 2007).
This paper examines the question of how pre-service teachers’ beliefs about inclusion can be developed by university courses on inclusive education. Results showed a significant main effect of course attendance on pre-service teachers’ orientation towards inclusion leading to more positive beliefs at the end of the semester.

Authors

• Katja Scharenberg, University of Education - Freiburg

• Saskia Opalinski, University of Potsdam