Inclusive teaching practices with learners with dyslexia: face-to-face training-induced changes in foreign language teachers' self-efficacy beliefs, concerns and attitudes.

Autor/in	Nijakowska, Joanna
Titel	Inclusive teaching practices with learners with dyslexia: face-to-face training-induced changes in foreign language teachers' self-efficacy beliefs, concerns and attitudes. Paralleltitel: Prakse inkluzivnega poucevanja ucencev z disleksijo: spremembe, spodbujene z izobrazevanjem v zivo, glede samoucinkovitosti v prepricanjih, skrbeh in v staliscih uciteljev tujih jezikov.
Quelle	In: CEPS journal, 12 (2022) 4, S. 129-154Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26126 10.26529/cepsj.1424
URN	urn:nbn:de:0111-pedocs-261261
Schlagwörter	Wissen; Fragebogenerhebung; Vergleich; Einstellung (Psy); Selbstvertrauen; Selbstwirksamkeit; Fremdsprachenunterricht; Griechenland; Lehrer; Lehrerfortbildung; Polen; Schüler; Selbstvertrauen; Slowenien; Wissen; Überzeugung; Vergleich; Wirkung; Selbstwirksamkeit; Lehrer; Lehrerfortbildung; Schüler; Inklusion; Leseschwäche; Fremdsprachenunterricht; Überzeugung; Fortbildungskurs; Wirkung; Griechenland; Polen; Slowenien
Abstract	The survey research reported in this paper aimed to show how foreign language teachers' (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers' participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1