Pre-Service Teachers' Attitudes towards Inclusion and Their Relationships to Personality Traits and Learning Opportunities

Autor/inn/en	Bohndick, Carla; Ehrhardt-Madapathi, Natalie; Weis, Susanne; Lischetzke, Tanja; Schmitt, Manfred
Titel	Pre-Service Teachers' Attitudes towards Inclusion and Their Relationships to Personality Traits and Learning Opportunities
Quelle	In: European Journal of Special Needs Education, 37 (2022) 1, S.146-155 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bohndick, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1857929
Schlagwörter	Preservice Teachers; Student Attitudes; Inclusion; Personality Traits; Educational Opportunities; Correlation; Foreign Countries; Germany; Big Five Inventory + Suchen Sie Ihr Suchwort? Schülerverhalten; Inklusion; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Bildungsangebot; Bildungschance; Korrelation; Ausland; Deutschland
Abstract	This study examined pre-service teachers' attitudes towards inclusion, posing research questions regarding the (1) relationship between attitudes and personality and (2) between attitudes and the uptake of learning opportunities, and (3) moderating effects of the uptake of learning opportunities on the relationship between attitudes and personality. Questionnaire data from 2504 teacher education students in two universities were analysed. Results indicate that (1) attitudes towards inclusion are related with personality factors, particularly agreeableness, but not as strongly as expected, that (2) there was no relationship between attitudes and the uptake of learning opportunities, and that (3) the results indicate no moderating effects of the uptake of learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01