A mixed-methods approach to developing an understanding of teachers' attitudes and their enactment of inclusive education

被引:19
作者
Engelbrecht, Petra [1 ]
Savolainen, Hannu [2 ]
机构
[1] North West Univ, Fac Educ Sci, Potchefstroom Campus, Potchefstroom, South Africa
[2] Univ Jyvaskyla, Dept Educ, Jyvaskyla, Finland
关键词
Inclusive education; self-efficacy; teacher attitudes; mixed methods; PREPARING TEACHERS; SOUTH-AFRICAN; FINNISH; KNOWLEDGE; EFFICACY; PUPILS;
D O I
10.1080/08856257.2017.1410327
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
This research sought to develop an understanding of teachers' attitudes, sense of self-efficacy and approach to enacting inclusive education in their classrooms in two diverse countries. A mixed-methods research design guided the data collection and analysis. This article focuses on how quantitative and qualitative research approaches were used sequentially and how the findings were finally merged to provide more comprehensive insight into different aspects of teachers' sometimes contradictory attitudes and approaches to implementing inclusive education. The meta-inferences presented here indicate that merging measurements and meanings can shed light on how teachers' attitudes and self-efficacy within the implementation of inclusive education are multi-faceted, non-linear and connected to their cultural-historical contexts.
引用
收藏
页码:660 / 676
页数:17
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