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Education for all in action: Measuring teachers' competences for inclusive education.

ABSTRACT: While inclusive education has achieved international importance, there is no valid instrument to measure teachers' competences in creating quality classrooms for diverse learners, which this study aims to remedy. Exploratory and confirmatory factor analyses with 975 pre-service teachers and 600 in-service teachers were used. Central to teachers' inclusive teaching competency is both beliefs and efficacy. Results show that teachers hold professional beliefs on student diversity, organized in four factors mapping unto axes of diversity (specifically ethnicity, disability, SES, and gender & sexuality). Teachers also hold beliefs on the responsibility of the educational field to create inclusion, organized in three factors: general school policy, initiatives geared specifically towards ethnic minority students, and initiatives for students with a disability. Furthermore, the results show five factors related to self-efficacy: noticing student diversity, enabling high-quality student-interactions, creating stimulating learning environments, collaborating with colleagues and diverse parents. The factorial structure and scale-scores are discussed for what they unveil of teachers' thinking about diversity in the classroom.

SUBMITTER: Vantieghem W

PROVIDER: S-EPMC10631664 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Education for all in action: Measuring teachers' competences for inclusive education.

Vantieghem Wendelien W Roose Iris I Goosen Karin K Schelfhout Wouter W Van Avermaet Piet P

PloS one 20231108 11

While inclusive education has achieved international importance, there is no valid instrument to measure teachers' competences in creating quality classrooms for diverse learners, which this study aims to remedy. Exploratory and confirmatory factor analyses with 975 pre-service teachers and 600 in-service teachers were used. Central to teachers' inclusive teaching competency is both beliefs and efficacy. Results show that teachers hold professional beliefs on student diversity, organized in four ...[more]

PMID: 37939096

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Project description:IntroductionInformation literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy.MethodAn online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage.ResultsData from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment.DiscussionOur results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

Dataset Information

Education for all in action: Measuring teachers' competences for inclusive education.

Publications

Education for all in action: Measuring teachers' competences for inclusive education.

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