Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion

被引：2

作者：

Pov, Sokunrith ^{[1
]}

Kawai, Norimune ^{[2
]}

Nov, Saovorak ^{[3
]}

机构：

[1] Hiroshima Univ, Grad Sch Humanities & Social Sci, 1-5-1 Kagamiyama, Higashihiroshima 7398529, Japan

[2] Hiroshima Univ, Inst Divers & Inclus, Higashihiroshima, Japan

[3] Minist Educ Youth & Sport, Dept Policy, Phnom Penh, Cambodia

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 137卷

关键词：

Pre -service teacher; Knowledge; Experience; Attitude; Inclusive education; EDUCATION; EFFICACY; DISABILITIES; COUNTRIES; IMPACT;

D O I：

10.1016/j.tate.2023.104402

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This survey study examined the influence of 148 pre-service teachers' knowledge and experience on attitudes toward inclusive education in Cambodia. Descriptive statistics, exploratory factor analysis, reliability tests, Pearson correlation coefficient, and multiple regression were used for data analysis. The findings revealed that pre-service teachers exhibited extremely poor knowledge of all-inclusive education areas. Experience teaching students with disabilities, knowledge about gender, and knowledge about inclusive education significantly influenced their attitudes toward inclusion. The findings denoted the need to improve pre-service teachers' knowledge and practical skills required to work in inclusive classroom settings.

引用

页数：9

共 64 条

[61]

Wilkerson S.E., 2012, Assessing teacher attitude toward the inclusion of students with autism

[62] Factors influencing teacher self-efficacy for inclusive education: A systematic literature review [J].