Values and beliefs as predictors of pre-service teachers’ enjoyment of teaching in inclusive settings

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dc.identifier.uri http://dx.doi.org/10.15488/10241
dc.identifier.uri https://www.repo.uni-hannover.de/handle/123456789/10313
dc.contributor.author Büssing, Alexander Georg
dc.contributor.author Menzel, Susanne
dc.contributor.author Schnieders, Maxime
dc.contributor.author Beckmann, Valerie
dc.contributor.author Basten, Melanie
dc.date.accessioned 2020-12-02T13:04:28Z
dc.date.available 2020-12-02T13:04:28Z
dc.date.issued 2019
dc.identifier.citation Büssing, A.G.; Menzel, S.; Schnieders, M.; Beckmann, V.; Basten, M.: Values and beliefs as predictors of pre-service teachers’ enjoyment of teaching in inclusive settings. In: Journal of Research in Special Educational Needs 19 (2019), Nr. S1, S. 8-23. DOI: https://doi.org/10.1111/1471-3802.12474
dc.description.abstract As several countries have committed themselves to the promotion of inclusive school systems, teachers might feel overwhelmed by the additional competencies needed for inclusive teaching. Beyond an increase in specialised knowledge, these competencies include a coherent belief system to facilitate the adoption of inclusive practices. Currently, there is scarce knowledge concerning the foundation of teachers’ beliefs and values and the possible connections between these personality traits and inclusive practices. Based on the theory of cognitive hierarchy, we investigated the predictive ability of the value of universalism in shaping sentiments, attitudes and concerns about inclusive education (RQ1), as well as their links to the anticipated enjoyment of teaching in inclusive settings as an indicator of enthusiasm for teaching (RQ2). Within a sample of 229 biology pre-service teachers (Mage = 22.9 years, SDage = 3.5 years; 76% female, 68% bachelor) we found universalism to be a direct predictor of sentiments, attitudes and concerns regarding inclusive education. Furthermore, universalism was the strongest predictor of anticipated enjoyment of teaching in inclusive settings, while only sentiments about inclusive education were not predictive for enjoyment. The study illustrates how deeper underlying values like universalism is connected to beliefs about inclusive education and subsequent motivations in the classroom. When teacher educators intend to motivate pre-service teachers to teach in inclusive settings, these variables should be kept in mind, though further study must be done on the generalisability of the results for pre-service teachers of other school subjects. © 2019 The Authors. Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs eng
dc.language.iso eng
dc.publisher Hoboken, NJ : Blackwell Publishing Ltd
dc.relation.ispartofseries Journal of Research in Special Educational Needs 19 (2019), Nr. S1
dc.rights CC BY 4.0 Unported
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.subject affect eng
dc.subject emotion eng
dc.subject professional development eng
dc.subject Special education eng
dc.subject teacher enthusiasm eng
dc.subject teaching motivation eng
dc.subject.ddc 370 | Erziehung, Schul- und Bildungswesen ger
dc.title Values and beliefs as predictors of pre-service teachers’ enjoyment of teaching in inclusive settings
dc.type article
dc.type Text
dc.relation.issn 1471-3802
dc.relation.doi https://doi.org/10.1111/1471-3802.12474
dc.bibliographicCitation.issue S1
dc.bibliographicCitation.volume 19
dc.bibliographicCitation.firstPage 8
dc.bibliographicCitation.lastPage 23
dc.description.version publishedVersion
tib.accessRights frei zug�nglich


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