Teachers' Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

Publikationstyp:
Zeitschriftenaufsatz
Metadaten:
Autoren
  • Charlotte Dignath
  • Sara Rimm-Kaufman
  • Reyn van Ewijk
  • Mareike Kunter
Autoren-URL
https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=fis-test-1&SrcAuth=WosAPI&KeyUT=WOS:000844939700001&DestLinkType=FullRecord&DestApp=WOS_CPL
DOI
10.1007/s10648-022-09695-0
eISSN
1573-336X
Externe Identifier
  • Clarivate Analytics Document Solution ID: 7K1XD
ISSN
1040-726X
Ausgabe der Veröffentlichung
4
Zeitschrift
EDUCATIONAL PSYCHOLOGY REVIEW
Schlüsselwörter
  • Meta-analysis
  • Inclusive education
  • Teacher beliefs
  • Teacher self-efficacy
  • Teacher training
Paginierung
2609 - 2660
Datum der Veröffentlichung
2022
Status
Published
Titel
Teachers' Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
Sub types
  • Article
Ausgabe der Zeitschrift
34

Datenquelle: Web of Science (Lite)

Andere Metadatenquellen:
Abstract
<jats:title>Abstract</jats:title><jats:p>Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understanding of why teachers differ in their belief systems about inclusive education, and how teachers’ training experiences contribute to their development of professional beliefs. We used meta-analysis to describe the level and range of teachers’ beliefs about inclusive education, and examine factors that contribute to variation in teachers’ beliefs, namely (1) the point in teachers’ career (pre-service versus in-service), (2) training in special versus regular education, and (3) the effects of specific programs and interventions. We reviewed 102 papers (2000–2020) resulting in 191 effect sizes based on research with 40,898 teachers in 40 countries. On average, teachers’ cognitive appraisals, emotional appraisals, and efficacy about inclusion were found to be in the mid-range of scales, indicating room for growth. Self-efficacy beliefs were higher for preservice (<jats:italic>M</jats:italic> = 3.69) than for in-service teachers (<jats:italic>M</jats:italic> = 3.13). Teachers with special education training held more positive views about inclusion than regular education teachers (<jats:italic>d</jats:italic> = 0.41). Training and interventions related to improved cognitive appraisal (<jats:italic>d</jats:italic> = 0.63), emotional appraisal (<jats:italic>d</jats:italic> = 0.63), and self-efficacy toward inclusive practices (<jats:italic>d</jats:italic> = 0.93). The training was particularly effective in encouraging reflection of beliefs and, eventually, facilitating belief change when teachers gained practical experience in inclusive classrooms. Six key findings direct the next steps.</jats:p>
Autoren
  • Charlotte Dignath
  • Sara Rimm-Kaufman
  • Reyn van Ewijk
  • Mareike Kunter
DOI
10.1007/s10648-022-09695-0
eISSN
1573-336X
ISSN
1040-726X
Ausgabe der Veröffentlichung
4
Zeitschrift
Educational Psychology Review
Sprache
en
Online publication date
2022
Paginierung
2609 - 2660
Datum der Veröffentlichung
2022
Status
Published
Herausgeber
Springer Science and Business Media LLC
Herausgeber URL
http://dx.doi.org/10.1007/s10648-022-09695-0
Datum der Datenerfassung
2022
Titel
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
Ausgabe der Zeitschrift
34

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