The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland

Claire Wilson, Lisa Woolfson, Kevin Durkin

Research output: Contribution to journalArticle

Abstract

Successful inclusion is dependent upon teachers implementing classroom adaptations. Teacher beliefs can be expected to play a key role in their decision to make such adaptations. Using a cross-sectional survey, the purpose of the study was to examine mainstream school teachers’ explicit and implicit attitudes, self-efficacy and intentions towards children with intellectual disability and to assess their relationship to inclusive teaching. Primary school teachers working in Scotland were invited to take part. Eighty-seven participants completed a questionnaire measuring explicit attitudes, self-efficacy, intentions and inclusive teaching. Participants also completed a Single-Target Implicit Association Test assessing implicit attitudes. The results indicated that self-efficacy predicted reported inclusive behaviour and mediated the relationship between explicit attitudes and reported behaviour. Implicit attitudes did not relate to explicit beliefs (attitudes, self-efficacy, intentions) or behaviour.
LanguageEnglish
JournalInternational Journal of Inclusive Education
Publication statusAccepted/In press - 18 Aug 2019

Fingerprint

teaching practice
self-efficacy
teacher
primary school teacher
Teaching
Teacher Beliefs
Self-efficacy
Scotland
disability
inclusion
Intentions
Implicit Attitudes
classroom
questionnaire
school

Keywords

  • classroom adaptations
  • inclusive teaching
  • teacher beliefs

Cite this

@article{400c3e6d6b5b4523b5bfa87260b2ca91,
title = "The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland",
abstract = "Successful inclusion is dependent upon teachers implementing classroom adaptations. Teacher beliefs can be expected to play a key role in their decision to make such adaptations. Using a cross-sectional survey, the purpose of the study was to examine mainstream school teachers’ explicit and implicit attitudes, self-efficacy and intentions towards children with intellectual disability and to assess their relationship to inclusive teaching. Primary school teachers working in Scotland were invited to take part. Eighty-seven participants completed a questionnaire measuring explicit attitudes, self-efficacy, intentions and inclusive teaching. Participants also completed a Single-Target Implicit Association Test assessing implicit attitudes. The results indicated that self-efficacy predicted reported inclusive behaviour and mediated the relationship between explicit attitudes and reported behaviour. Implicit attitudes did not relate to explicit beliefs (attitudes, self-efficacy, intentions) or behaviour.",
keywords = "classroom adaptations, inclusive teaching, teacher beliefs",
author = "Claire Wilson and Lisa Woolfson and Kevin Durkin",
year = "2019",
month = "8",
day = "18",
language = "English",
journal = "International Journal of Inclusive Education",
issn = "1360-3116",

}

TY - JOUR

T1 - The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland

AU - Wilson, Claire

AU - Woolfson, Lisa

AU - Durkin, Kevin

PY - 2019/8/18

Y1 - 2019/8/18

N2 - Successful inclusion is dependent upon teachers implementing classroom adaptations. Teacher beliefs can be expected to play a key role in their decision to make such adaptations. Using a cross-sectional survey, the purpose of the study was to examine mainstream school teachers’ explicit and implicit attitudes, self-efficacy and intentions towards children with intellectual disability and to assess their relationship to inclusive teaching. Primary school teachers working in Scotland were invited to take part. Eighty-seven participants completed a questionnaire measuring explicit attitudes, self-efficacy, intentions and inclusive teaching. Participants also completed a Single-Target Implicit Association Test assessing implicit attitudes. The results indicated that self-efficacy predicted reported inclusive behaviour and mediated the relationship between explicit attitudes and reported behaviour. Implicit attitudes did not relate to explicit beliefs (attitudes, self-efficacy, intentions) or behaviour.

AB - Successful inclusion is dependent upon teachers implementing classroom adaptations. Teacher beliefs can be expected to play a key role in their decision to make such adaptations. Using a cross-sectional survey, the purpose of the study was to examine mainstream school teachers’ explicit and implicit attitudes, self-efficacy and intentions towards children with intellectual disability and to assess their relationship to inclusive teaching. Primary school teachers working in Scotland were invited to take part. Eighty-seven participants completed a questionnaire measuring explicit attitudes, self-efficacy, intentions and inclusive teaching. Participants also completed a Single-Target Implicit Association Test assessing implicit attitudes. The results indicated that self-efficacy predicted reported inclusive behaviour and mediated the relationship between explicit attitudes and reported behaviour. Implicit attitudes did not relate to explicit beliefs (attitudes, self-efficacy, intentions) or behaviour.

KW - classroom adaptations

KW - inclusive teaching

KW - teacher beliefs

UR - https://www.tandfonline.com/toc/tied20/current

M3 - Article

JO - International Journal of Inclusive Education

T2 - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1360-3116

ER -