Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany.

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OriginalspracheEnglisch
Seiten (von - bis)994-1008
Seitenumfang15
FachzeitschriftEuropean Journal of Special Needs Education
Jahrgang37
Ausgabenummer6
Frühes Online-Datum11 Nov. 2021
PublikationsstatusVeröffentlicht - 2022

Abstract

Using a comparative approach is a widespread method in educational research. Previous cross-cultural comparison studies on teachers’ attitudes towards inclusive education show a strong lack of focus on preschool teachers’ attitudes towards inclusion. Thus, this study examined 65 Chinese and 59 German preschool teachers’ attitudes towards inclusion by applying the Multidimensional Attitudes towards Preschool Inclusive Education Scale (MATPIES). A comparative analysis showed Chinese and German teachers’ overall attitudes towards inclusive education as positive, with German teachers’ attitudes being more positive. While teachers in both countries showed the highest behavioural attitude dimension scores, Chinese teachers’ affective attitude dimension scored the lowest. Guided by the 'cultural–historical framework', we discussed how individualistic and collectivistic values influence teachers’ overall attitudes in the two countries, especially their different scores in affective dimension of attitude. Implications for future research examining preschool teachers’ attitudes in China and Germany as well as in the international context are discussed, with an emphasis on exploring how various factors both within and beyond teacher attributes to generate a more comprehensive understanding of the critical issue of teachers’ attitude. Meanwhile, further indications for conducting international comparison studies on teachers’ attitudes are also presented, including some methodological considerations for such studies.

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Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany. / Tan, Run; Lichtblau, Michael; Wehmeier, Carina Marie et al.
in: European Journal of Special Needs Education, Jahrgang 37, Nr. 6, 2022, S. 994-1008.

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Tan R, Lichtblau M, Wehmeier CM, Werning R. Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany. European Journal of Special Needs Education. 2022;37(6):994-1008. Epub 2021 Nov 11. doi: 10.1080/08856257.2021.1997480
Tan, Run ; Lichtblau, Michael ; Wehmeier, Carina Marie et al. / Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany. in: European Journal of Special Needs Education. 2022 ; Jahrgang 37, Nr. 6. S. 994-1008.
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