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https://doi.org/10.31299/hrri.52.1.5

Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education

Ingrid Žolgar ; Faculty of Education, University of Ljubljana, Ljubljana, Slovenia
Mojca Lipec Stopar ; Faculty of Education, University of Ljubljana, Ljubljana, Slovenia

Puni tekst: engleski, pdf (262 KB) str. 51-62 preuzimanja: 277* citiraj
APA 6th Edition
Žolgar, I. i Lipec Stopar, M. (2016). Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education. Hrvatska revija za rehabilitacijska istraživanja, 52 (1), 51-62. https://doi.org/10.31299/hrri.52.1.5
MLA 8th Edition
Žolgar, Ingrid i Mojca Lipec Stopar. "Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education." Hrvatska revija za rehabilitacijska istraživanja, vol. 52, br. 1, 2016, str. 51-62. https://doi.org/10.31299/hrri.52.1.5. Citirano 08.12.2019.
Chicago 17th Edition
Žolgar, Ingrid i Mojca Lipec Stopar. "Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education." Hrvatska revija za rehabilitacijska istraživanja 52, br. 1 (2016): 51-62. https://doi.org/10.31299/hrri.52.1.5
Harvard
Žolgar, I., i Lipec Stopar, M. (2016). 'Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education', Hrvatska revija za rehabilitacijska istraživanja, 52(1), str. 51-62. https://doi.org/10.31299/hrri.52.1.5
Vancouver
Žolgar I, Lipec Stopar M. Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2016 [pristupljeno 08.12.2019.];52(1):51-62. https://doi.org/10.31299/hrri.52.1.5
IEEE
I. Žolgar i M. Lipec Stopar, "Pre-Service Teachers' Confidence in Teaching Students With Visual Impairments in Inclusive Education", Hrvatska revija za rehabilitacijska istraživanja, vol.52, br. 1, str. 51-62, 2016. [Online]. https://doi.org/10.31299/hrri.52.1.5

Sažetak
The implementation of inclusive education for students with visual impairments still represents a challenge. The results of different studies have shown that regular teachers generally have misconceptions about visual impairments. Similar results can be found for pre-service teachers. In this study, the focus is on the challenges, questions, and dilemmas of pre-service teachers in relation to the inclusion of students with visual impairments. Pre-service teachers (N = 152) in undergraduate teacher education study programmes (preschool education and primary teacher education) and graduate (i.e. MA-level) teacher education study programmes (primary teacher education, art education, subject teacher education) participated in the study. The pre-service teachers rated their confidence in their own knowledge and skills in terms of ten specific tasks related to teaching students with visual impairments. The pre-service teachers evaluated their professional knowledge and skills in the observed areas as insufficient to effectively teach students with visual impairments in mainstream schools. The relationship between confidence level and independent variables (personal experience, first thought, study programme) was analysed. The results showed that there were no signifycant differences regarding personal experience and study programme; however, there was a signify cant difference regarding their positive, neutral, and negative first thought. A principal component analysis was conducted to detect interrelationships among items on a scale of self-confidence, and it indicated two components: the first one is related to ‘designing and delivering instruction’ and the second one is related to ‘adapting and modifying the learning environment’. Implications for teacher training and the development of a future course are discussed.

Ključne riječi
teacher confidence; inclusive education; pre-service teachers; students with visual impairments

Hrčak ID: 161500

URI
https://hrcak.srce.hr/161500

[hrvatski]

Posjeta: 606 *