中国预服务普通教育教师对包容性教育的态度和自我效能
Yi Yang1, Hsi-Wu Liu1, Chao-An Chi1
1Department of Special Education, Lingnan Normal University, Lingnan Normal University, Zhanjiang, China.
Frontiers in psychology
|September 25, 2025
概括
中国的服务前教师对包容性教育表现出积极的态度和自我效能. 调查结果强调需要有针对性的培训,以支持成功纳入残疾学生.
科学领域:
- 教育教育教育教育教育教育.
- 特殊教育 特殊教育
- 教师培训 培训教师培训
背景情况:
- 在中国,鼓励对残疾学生进行包容性教育,但并非法律规定.
- 教师的态度和自我效能对于成功的包容性至关重要.
- 了解预服务教师的观点对于未来的包容性实践至关重要.
研究的目的:
- 评估预服务普通教育教师对中国包容性教育的态度和自我效能.
- 探索预服务教师的态度与他们在包容性教育中的自我效能之间的关系.
主要方法:
- 在中国广东省,对587名服务前普通教育教师进行了调查.
- 关于包容性教育的情绪,态度和担忧的修订规模被用来衡量态度.
- 用包括实践的教师效率尺度来评估自我效能.
主要成果:
- 服务前的教师报告了两种态度 (3.15/5) 和自我效能 (3.17/5) 的上中级分数.
- 在教师的态度和他们对包容性教育的自我效能之间发现了统计学上显著的正相关性.
结论:
- 中国的服务前教师对包容性教育具有有利的态度和自我效能.
- 建议进行进一步培训,以提高这些能力,并促进残疾学生的有效包容.
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