Berufsbezogene Überzeugungen von angehenden Lehrkräften zur inklusiven Bildung
Future teachers’ beliefs about inclusive education
Johannes König und Sarah Strauss
Diese Publikation zitieren
Johannes König, Sarah Strauss, Berufsbezogene Überzeugungen von angehenden Lehrkräften zur inklusiven Bildung (2017), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2017 #04, S.243
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Beschreibung / Abstract
Professionelle Überzeugungen von (angehenden) Lehrkräften zur inklusiven Bildung spielen eine relevante Rolle für den Erfolg der gemeinsamen Beschulung aller Schülerinnen und Schüler. Hierzu liegen zahlreiche aktuelle Forschungsergebnisse vor, die allerdings im Hinblick auf die Definition des Inklusionsbegriffs, die Anforderungen für Lehrkräfte in inklusiven Settings sowie die theoretischen Rahmenmodelle der verwendeten Instrumente deutlich variieren bzw. Defizite aufweisen. Der vorliegende Beitrag stellt, aufbauend auf systematischen Reviews, ein neues Rahmenmodell vor, mit dem verschiedene Ebenen der Begriffsdefinition von Inklusion mit professionellen Anforderungen an Lehrkräfte im Bereich inklusiver Bildung in einem Modell verknüpft werden. Eine erste Operationalisierung dieses Modells mit sieben neu entwickelten Skalen zu Überzeugungen von Lehrkräften zu inklusiver Bildung wird vorgestellt und an einer Stichprobe von 409 Lehramtsstudierenden in Form von Strukturanalysen, Messinvarianzanalysen und Subgruppenvergleichen empirisch überprüft.
Schlüsselwörter: Überzeugungen, Inklusion, inklusive Bildung, Lehrerbildung, Lehrkräfte
Professional beliefs of pre-service and in-service teachers towards inclusive education play an important role for the success of inclusive education. Numerous findings from research studies exist, however, at the same time, they differ in their understanding of inclusion, in the definition of professional requirements for teachers in inclusive settings and in their theoretical frameworks that are underlying their measurement instruments. Against this background, based on systematic reviews, the present article introduces a new framework model, in which different understandings of inclusive education are linked to the definition of professional requirements for teachers in inclusive settings. First operationalisations of elements of this model are introduced by seven newly developed scales that are considering the beliefs towards inclusive education. Structural equation modelling, measurement invariance analyses and subgroup comparisons are conducted and discussed based on a sample of n = 409 pre-service teachers.
Keywords: beliefs, inclusion, inclusive education, teacher education, teachers
Schlüsselwörter: Überzeugungen, Inklusion, inklusive Bildung, Lehrerbildung, Lehrkräfte
Professional beliefs of pre-service and in-service teachers towards inclusive education play an important role for the success of inclusive education. Numerous findings from research studies exist, however, at the same time, they differ in their understanding of inclusion, in the definition of professional requirements for teachers in inclusive settings and in their theoretical frameworks that are underlying their measurement instruments. Against this background, based on systematic reviews, the present article introduces a new framework model, in which different understandings of inclusive education are linked to the definition of professional requirements for teachers in inclusive settings. First operationalisations of elements of this model are introduced by seven newly developed scales that are considering the beliefs towards inclusive education. Structural equation modelling, measurement invariance analyses and subgroup comparisons are conducted and discussed based on a sample of n = 409 pre-service teachers.
Keywords: beliefs, inclusion, inclusive education, teacher education, teachers