Effects of multi-compared to mono-professional co-teaching on pre-service teachers’ attitudes, concepts, and beliefs of inclusive education / submitted by Roswitha Margareta Ritter. Wuppertal, 5th July 2019

Inhalt

1.1 Attitudes

Figure 1. Schematic conception of the affective-cognitive-behavioral framework for attitude formation and consequences (adapted from Rosenberg et al., 1960)
Figure 2. Theory of Planned Behavior

Figure 3. Conceptual Model of Teacher Beliefs and Practices (adapted from Nishino, 2012)

1.4 The relation of co-teaching, attitude, and teacher beliefs

Figure 4. Model of the relation between co-teaching, beliefs, and attitude

1.5 Research Questions and Objectives of this Study

2. Material and Methods

2.2.1 Instruments

2.2.1.1 Questionnaires for the assessment of attitudes.

Table 1. Subscales, example items and internal consistencies (Cohen’s alpha, α) for the attitude questionnaire

Table 2. Subscales, example items and Internal Consistency (Cohen’s alpha) for the collaboration questionnaire

2.2.2 Data Collection

Figure 5. Design of academic course and research study

2.2.3 Data analysis

2.3 Sample

Table 3. Number and distribution of participants

3. Results

3.1 Inclusion-oriented teacher training: trans-disciplinary seminar-concept for teacher trainees for general education and for special needs education (Research Paper 1, peer reviewed)

3.2 Multi-professional and Mono-professional Collaboration and its Association with Both Student Teachers Attitudes towards, and Concepts of, Inclusive Education (Research Paper 2, peer reviewed)

3.2.1.1 Inclusion and the Association with Teacher Training

3.2.1.4 Research Question

3.2.2 Methodology

3.2.2.4 Data Collection

Figure 7. Design of academic course and research study

3.2.3 Intended Analysis

3.2.4 Discussion

3.2.4.3 Implementation and Implications

3.3 Effect of same compared to different-discipline co-teaching on pre-service teachers’ attitude towards inclusive education and their collaboration skills (Research Paper 3, peer reviewed)

3.3.1 Introduction

3.3.2 Methodology and methods

3.3.2.1 Academic course

Figure 8: Seminar- and research-design

3.3.3 Results

Figure 9: Development of attitude of teacher trainees for SEN and those for GE in different- and same-discipline teams: mean scores across all items and testing times (ANOVA)

3.3.3.4 Effect of the common seminar on all participants’ collaboration skills and their attitudes towards inclusion

3.3.4 Discussion

3.4 Concepts of educational inclusion of teacher trainees: development of a system of categories using inductive, summarizing qualitative content analysis (Research Paper 4, peer reviewed)

3.4.3 Ergebnisse

Table 12. System of Categories

3.5 Pre-service teachers’ beliefs about inclusive education before and after multi- compared to mono-professional co-teaching: An exploratory study (Research Paper 5, peer-reviewed)

3.5.3 Results

3.5.3.1 Graph-theoretical analysis

3.5.3.2 Content analysis

3.5.4 Discussion

3.5.4.1 Beliefs about inclusive education

3.6 Cluster Analysis of the Propositions

3.7 In-service teachers’ beliefs about inclusive education

3.8 Summary of the results

4. Discussion

Acknowledgement