Reference : Preservice teachers' attitudes toward inclusion and toward students with special educ...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	To cite this reference:	http://hdl.handle.net/10993/22156

Title :	Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds
Language :	English
Author, co-author :	Markova, Mariya [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Pit-Ten Cate, Ineke [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Krolak-Schwerdt, Sabine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Glock, Sabine [Bergische Universität Wuppertal > School of Education]
Publication date :	5-Nov-2015
Journal title :	Journal of Experimental Education
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0022-0973
Keywords :	[en] preservice teachers ; special educational needs ; inclusion ; implicit attitudes
Abstract :	[en] Drawing on social cognition frameworks, we experimentally examined preservice teachers’ implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers’ explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and questionnaires. Results showed indifferent implicit attitudes toward students with SEN with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. Furthermore, participants reported a high motivation to act without prejudice toward minorities but held less favorable explicit attitudes toward inclusion of students with SEN, especially students with behavioral problems. Differential patterns of implicit and explicit evaluations could bias teachers’ interactions with students. Findings are discussed with respect to implications for educational practice and research.
Funders :	FNR
Name of the research project :	TRANSINTER
Target :	Researchers ; Professionals
Permalink :	http://hdl.handle.net/10993/22156
DOI :	10.1080/00220973.2015.1055317
FnR project :	FnR ; FNR784116 > Sabine Krolak-Schwerdt > TRANSINTER > School transitions from primary to secondary school: Development of intervention strategies to improve the quality of teachers' transition decisions > 01/05/2011 > 30/04/2014 > 2010

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