Austrian teachers' attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19

被引：16

作者：

Kast, Julia ^{[1
]}

Lindner, Katharina-Theresa ^{[1
]}

Gutschik, Alexandra ^{[2
]}

Schwab, Susanne ^{[2
,3
,4
]}

机构：

[1] Univ Vienna, Dept Educ, Vienna, Austria

[2] Univ Vienna, Ctr Teacher Educ, Vienna, Austria

[3] North West Univ, Optentia Res Focus Area, Vanderbijlpark, South Africa

[4] North West Univ, Vanderbijlpark, South Africa

来源：

EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION | 2021年 / 36卷 / 01期

关键词：

Attitudes; self-efficacy; at-risk students; home learning; COVID-19; inclusion; EXPERIENCE; GENDER;

D O I：

10.1080/08856257.2021.1872849

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The lockdown of schools in Austria and many other countries due to COVID-19 posed challenges to the school system and especially for teachers of at-risk students. Within the INCL-LEA (INCLusive Home LEArning) study, 3,467 teachers (2,839 females) from all nine Federal States in Austria participated in an online survey after the first school lockdown in early 2020. The main aim of the study was to investigate teachers' attitudes and their self-efficacy beliefs about at-risk students during the first home learning period. Results indicate that teachers' attitudes towards students with a low socio-economic background are more negative compared to attitudes towards students with low skills in the language of instruction (LLS) and students with special educational needs. According to teachers' self-efficacy beliefs, the lowest scores were found for teaching students with LLS.

引用

页码：114 / 126

页数：13

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