Details
| Original language | English |
|---|---|
| Pages (from-to) | 994-1008 |
| Number of pages | 15 |
| Journal | European Journal of Special Needs Education |
| Volume | 37 |
| Issue number | 6 |
| Early online date | 11 Nov 2021 |
| Publication status | Published - 2022 |
Abstract
Keywords
- Inclusive education, attitudes, comparison study, preschool teachers
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Health Professions(all)
- Health Professions (miscellaneous)
- Psychology(all)
- Developmental and Educational Psychology
Sustainable Development Goals
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In: European Journal of Special Needs Education, Vol. 37, No. 6, 2022, p. 994-1008.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany.
AU - Tan, Run
AU - Lichtblau, Michael
AU - Wehmeier, Carina Marie
AU - Werning, Rolf
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Inclusive education
KW - attitudes
KW - comparison study
KW - preschool teachers
UR - http://www.scopus.com/inward/record.url?scp=85119200091&partnerID=8YFLogxK
U2 - 10.1080/08856257.2021.1997480
DO - 10.1080/08856257.2021.1997480
M3 - Article
VL - 37
SP - 994
EP - 1008
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
SN - 0885-6257
IS - 6
ER -