Naslov
Student teachers’ beliefs about the teacher’s role in inclusive education

Autori
Domović, Vlatka ; Vizek Vidović, Vlasta ; Bouillet, Dejana

Izvornik
European Journal of Special Needs Education (0885-6257) 32 (2017), 2; 175-190

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, izvorni znanstveni rad, znanstveni

Ključne riječi
Teachers’ beliefs ; teacher’s role ; metaphors ; attitudes towards inclusive education ; teacher education curricula

Sažetak
The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Pedagogija

POVEZANOST RADA