Details
| Original language | English |
|---|---|
| Article number | 584464 |
| Journal | Frontiers in Education |
| Volume | 5 |
| Issue number | 11 |
| Publication status | Published - 27 Nov 2020 |
Abstract
Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.
Keywords
- attitudes, automatic evaluation, beliefs, implicit, inclusion, teaching
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Frontiers in Education, Vol. 5, No. 11, 584464, 27.11.2020.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers
AU - Börnert-Ringleb, Moritz
AU - Westphal, Andrea
AU - Gutmann, Franziska
AU - Zaruba, Nicole
AU - Vock, Miriam
N1 - Funding Information: Funding. The publication of this article was funded by the Open Access Fund of the Leibniz University Hannover.
PY - 2020/11/27
Y1 - 2020/11/27
N2 - Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.
AB - Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.
KW - attitudes
KW - automatic evaluation
KW - beliefs
KW - implicit
KW - inclusion
KW - teaching
UR - http://www.scopus.com/inward/record.url?scp=85100214671&partnerID=8YFLogxK
U2 - 10.3389/feduc.2020.584464
DO - 10.3389/feduc.2020.584464
M3 - Article
VL - 5
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
IS - 11
M1 - 584464
ER -