Formazione & insegnamento
ISSN: 2279-7505 | Published: 2022-12-30
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Title: The role of self-efficacy on teachers' attitudes towards inclusion of students with disabilities: a comparison between general and support teachers
Abstract: In educational contexts, teachers' attitudes towards inclusion are considered crucial elements for the implementation of effective inclusive practices. Teachers' self-efficacy is considered one of the most relevant factors underlying their intention to implement different teaching strategies for including all students, in particular students with disabilities and special educational needs. Although the literature indicates that teachers have positive attitudes towards inclusion, studies focusing on such attitudes show inconsistent finding on the role and correlation between the different factors that determine them. The aim of this study is to investigate teachers' attitude by taking into account, as determining factors, teachers' role (curricular or support teacher) and self-efficacy, with further analysis on the relationship between the two factors. Results show significant differences on the role of these two factors in determining teachers' attitudes.
Keywords: General teachers; Inclusive education; Support teachers; Teachers' attitudes; Teachers' self-efficacy
Title: Il ruolo dell'autoefficacia sugli atteggiamenti dei docenti verso l'inclusione degli alunni con disabilità: un confronto tra insegnanti curricolari e insegnanti di sostegno
Abstract: Nei contesti educativi, gli atteggiamenti dei docenti verso l'inclusione sono considerati elementi cruciali per l'implementazione di effettive pratiche inclusive. Il senso di autoefficacia degli insegnanti è ritenuto uno dei fattori più rilevanti alla base delle loro intenzioni di attuare diverse strategie didattiche per l'inclusione di tutti gli studenti, in particolare degli alunni con disabilità e bisogni educativi speciali. Sebbene la letteratura indichi che gli insegnanti hanno atteggiamenti positivi verso l'inclusione, gli studi incentrati su tali atteggiamenti mostrano risultati incoerenti rispetto al ruolo e alla correlazione tra i diversi fattori che li determinano. Lo scopo del presente studio è quello di indagare gli atteggiamenti degli insegnanti prendendo in considerazione, come fattori determinanti, il ruolo ricoperto (insegnante curricolare o di sostegno) e l'autoefficacia, con un'ulteriore analisi sulla relazione che lega i due fattori. I risultati mostrano differenze significative rispetto al ruolo che hanno questi due fattori nel determinare gli atteggiamenti dei docenti.
Keywords: Atteggiamenti degli insegnanti; Autoefficacia degli insegnanti; Educazione Inclusiva; Insegnanti curricolari; Insegnanti di sostegno
Title: Le rôle de l'auto-efficacité sur les attitudes des enseignants à l'égard de l'inclusion des élèves handicapés: une comparaison entre les enseignants des programmes et les enseignants de soutien
Abstract: Dans des contextes éducatifs, les attitudes des enseignants envers l'inclusion sont considérées comme des éléments cruciaux pour la mise en œuvre de pratiques inclusives réelles.Le sentiment d'auto-efficacité des enseignants est considéré comme l'un des facteurs les plus pertinents sous-jacent à leurs intention de mettre en œuvre différentes stratégies éducatives pour l'inclusion de tous les élèves, en particulier des élèves handicapés et des besoins éducatifs spéciaux.Bien que la littérature indique que les enseignants ont des attitudes positives envers l'inclusion, les études axées sur ces attitudes montrent des résultats incohérents par rapport au rôle et à la corrélation entre les différents facteurs qui les déterminent.Le but de cette étude est d'étudier les attitudes des enseignants en prenant en considération, en tant que facteurs décisifs, le rôle occupant (enseignant ou enseignant de soutien) et l'auto-efficacité, avec une analyse plus approfondie de la relation qui lie les deux facteurs.Les résultats montrent des différences significatives par rapport au rôle que ces deux facteurs ont dans la détermination des attitudes des enseignants. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Attitudes des enseignants;Auto-efficacité des enseignants;Éducation inclusive;Enseignants curriculaires;Soutenir les enseignants
Title: El papel de la autoeficacia en las actitudes de los maestros hacia la inclusión de alumnos con discapacidades: una comparación entre maestros curriculares y maestros de apoyo
Abstract: En contextos educativos, las actitudes de los maestros hacia la inclusión se consideran elementos cruciales para la implementación de prácticas inclusivas reales.El sentido de autoeficacia de los maestros se considera uno de los factores más relevantes que subyacen a sus intenciones de implementar diferentes estrategias educativas para la inclusión de todos los estudiantes, en particular de los alumnos con discapacidades y necesidades educativas especiales.Aunque la literatura indica que los maestros tienen actitudes positivas hacia la inclusión, los estudios centrados en estas actitudes muestran resultados inconsistentes en comparación con el papel y la correlación entre los diferentes factores que los determinan.El objetivo de este estudio es investigar las actitudes de los maestros teniendo en cuenta, como factores decisivos, el papel mantuvo (curricular o maestro de apoyo) y la autoeficacia, con un análisis adicional sobre la relación que une los dos factores.Los resultados muestran diferencias significativas en comparación con el papel que tienen estos dos factores para determinar las actitudes de los maestros. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Actitudes de los maestros;Autoeficacia de los maestros;Educación inclusiva;Maestros curriculares;Profesores de apoyo
Title: O papel da auto -eficácia nas atitudes dos professores em relação à inclusão de alunos com deficiência: uma comparação entre professores curriculares e professores de apoio
Abstract: Nos contextos educacionais, as atitudes dos professores em relação à inclusão são considerados elementos cruciais para a implementação de práticas inclusivas reais.O senso de auto -eficácia dos professores é considerado um dos fatores mais relevantes subjacentes às suas intenções de implementar diferentes estratégias educacionais para a inclusão de todos os alunos, em particular os alunos com deficiência e necessidades educacionais especiais.Embora a literatura indique que os professores têm atitudes positivas em relação à inclusão, os estudos focados nessas atitudes mostram resultados inconsistentes em comparação com o papel e a correlação entre os diferentes fatores que os determinam.O objetivo deste estudo é investigar as atitudes dos professores, levando em consideração, como fatores decisivos, o papel mantido (professor curricular ou de apoio) e auto -eficácia, com uma análise adicional sobre o relacionamento que liga os dois fatores.Os resultados mostram diferenças significativas em comparação com o papel que esses dois fatores têm na determinação das atitudes dos professores. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Atitudes dos professores;Auto -eficácia dos professores;Educação inclusiva;Professores curriculares;Apoiar professores
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