The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland

作者：Claire Wilson, Lisa Woolfson, Kevin Durkin · 发表于：International Journal of Inclusive Education · 年份：2019 · DOI：10.1080/13603116.2019.1658813 · 被引用次数：74 · 研究领域：Inclusion and Disability in Education and Sport、Social and Intergroup Psychology、Education Discipline and Inequality

Successful inclusion is dependent upon teachers implementing classroom adaptations. Teacher beliefs can be expected to play a key role in their decision to make such adaptations. Using a cross-sectional survey, the purpose of the study was to examine mainstream school teachers’ explicit and implicit attitudes, self-efficacy and intentions towards children with intellectual disability and to assess their relationship to inclusive teaching. Primary school teachers working in Scotland were invited to take part. Eighty-seven participants completed a questionnaire measuring explicit attitudes, self-efficacy, intentions and inclusive teaching. Participants also completed a Single-Target Implicit Association Test assessing implicit attitudes. The results indicated that self-efficacy predicted reported inclusive behaviour and mediated the relationship between explicit attitudes and reported behaviour. Implicit attitudes did not relate to explicit beliefs (attitudes, self-efficacy, intentions) or behaviour.