Empirical Acquisition of Teachers’ Beliefs About Special Education

dc.creator	Jan Kuhl
dc.creator	Vera Moser
dc.creator	Lea Schäfer
dc.creator	Hubertus Redlich
dc.date	2013-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:52Z
dc.date.available	2015-07-20T22:06:52Z
dc.identifier	1869-4845
dc.identifier	1869-4934
dc.identifier	https://doaj.org/article/f74096e217ae426ea030957fe7ab24c0
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10789
dc.description	There is empirically evidence that attitudes and beliefs take a moderating role as attributes of different professionals for the conceptualization of instructions in school classes as well as the use of specific didactical concepts. But it remains to be investigated whether beliefs are also constitutive for the profession of special education teachers, especially regarding forthcoming changes in schools as a result of the implementation of the idea of inclusion. The question also arises whether primary school teachers show different beliefs compared to teachers in special schools. In the present study a heuristic model of teacher beliefs was developed and on this basis a quantitative questionnaire was designed. The sample (elementary and special education teachers and student-teachers, N=330) was used to evaluate the heuristic model as well as the questionnaire. Through exploratory factor analysis a three factor model could be obtained. On the basis of those factors scales could show differences among the different types of teachers by using t-tests. Here evidence is provided that beliefs differ among elementary and special education teachers and student-teachers. Also, the results show that the questionnaire – despite some constraints and further research demands – presents a promising basic approach for the empirical acquisition of beliefs.
dc.language	German
dc.publisher	Pabst Science Publishers
dc.relation	http://www.psychologie-aktuell.com/fileadmin/download/esp/1-2013_20130430/ESP-1-2013_3-24.pdf
dc.relation	https://doaj.org/toc/1869-4845
dc.relation	https://doaj.org/toc/1869-4934
dc.source	Empirische Sonderpädagogik, Vol 5, Iss 1, Pp 3-24 (2013)
dc.subject	beliefs
dc.subject	professsionalization
dc.subject	teachers‘ beliefs
dc.subject	educational beliefs
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Empirical Acquisition of Teachers’ Beliefs About Special Education
dc.type	article