القدرة التنبؤية للكفاءة الذاتية المدركة بالاتجاهات نحو ممارسات التعليم الدامج لدى المعلمين في مرحلة ما قبل الخدمة

المؤلفون

DOI:

https://doi.org/10.35516/edu.v50i4.3805

الكلمات المفتاحية:

الكفاءة الذاتية المُدركة، الاتجاهات، ممارسات التعليم الدامج، معلمي ما قبل الخدمة

الملخص

الأهداف: هدفت الدراسة التعرف إلى القدرة التنبؤية للكفاءة الذاتية المدركة بالاتجاهات نحو ممارسات التعليم الدامج لدى المعلمين في مرحلة ما قبل الخدمة.

المنهجية: تم استخدام المنهج الوصفي التنبؤي، ومقياس الكفاءة الذاتية المدركة، ومقياس الاتجاهات نحو دمج الطلبة ذوي الإعاقة. وتكونت عينة الدراسة من (275) طالبًا وطالبة، تم اختيارهم بالطريقة القصدية من طلبة التدريب الميداني في التربية الخاصة من العام الجامعي (2021/2020).

النتائج: أظهرت النتائج الكُلية لمقياس الكفاءة الذَّاتيَّة المُدْرَكَةِ عَدم وجود فرق دالٍ إحصائيًا (α=0.05) لدى أفراد العينة يُعزى إلى الجنس والمستوى التعليمي والبرامج التدريبية وخبرة التفاعل والمُعدَّل التراكمي والجامِعة، وإلى وجود أثر دالٍ لِكُلِّ من الجنس والجامعة في الأوساط الحسابية لأبعاد الكفاءة الذاتية المدركة. أخيراً أشارت النتائج إلى وجود قدرة تنبؤية دالة إحصائيًا بين الكفاءة الذاتية المدركة والاتجاهات نحو ممارسات التعليم الدامج.

الخلاصة: أوصت الدراسة بضرورة إجراء دراسات تهدف إلى مراجعة برامج إعداد معلمي ما قبل الخدمة، وابتكار حُزمة من البرامج التدريبية النوعية لتعزيز كفايات المعلمين نحو الممارسات الدامجة.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Ahsan, T., Sharma, U., & Deppeler, J. (2012). Exploring pre-service teachers perceived teaching efficacy, attitudes, and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.

Alnahdi, G. (2019). The Arabic version of the teacher efficacy for inclusive practices (TEIP-AR) scale: A construct validity study. Cogent Education, 6,10.

Alnahdi, G., & Schwab, S. (2020). Do they practice what they preach? Factors associated with teachers’ use of inclusive teaching practices among in-service teachers. Journal Of Research in Special Educational Needs, 20(4), 321-330.

Avramidis, E., & Norwich, N. (2002). Teachers attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.

Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers' attitudes towards the inclusion of children with special educational needs in ordinary school. Teaching And Teacher Education, 16(3), 93-277.

Bandura, A. (1995). Self- efficacy in changing. (1st ed.). New York: Cambridge University Press.

Bandura, A. (1997). Self-efficacy. the exercise of control. New York: W. H. Freeman and Company.

Bandura, A. (2011). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38(1), 9-44.

Cardona-Molto, M., Ticha, R., & Abery, B. (2020). The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties. European Journal of Educational Research, 9(2), 809-823. https://doi.org/10.12973/eu-jer.9.2.809

Cross, A., Traub, E., Hutter-Pishgahi, L., & Shelton, G. (2004). Elements of Successful Inclusion for Children with Significant Disabilities. Topics In Early Childhood Special Education - Top Early Child Spec Educe, 24, 169-183.

Goddard, C., & Evans, D. (2018). Primary Pre-Service Teachers' Attitudes Towards Inclusion Across the Training Years. Australian Journal of Teacher Education, 43, 122-142. https://files.eric.ed.gov/fulltext/EJ1183718.pdf

Gorsuch, R. (1983). Factor analysis. (2nd ed.). Hillsdale, NJ: Erlbaum.

Harkins, M., & Metsala, J. (2020). An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education. Teacher Education and Special Education, 43(2), 178–192. https://doi.org/10.1177%2F0888406419873060

Hattie, J. (1985). Methodology Review: Assessing One-dimensionality of Tests and Items. Applied psychological Measurement, 9(2), 139-164. https://doi.org/10.1177%2F014662168500900204

Hornby, G. (2014). Inclusive special education evidence-based practices for children with special needs and disabilities. New Zealand: Springer Science Business Media.

Ismailos, L., Gallagher, T., Bennett, S., & Li, X. (2019). Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education. International Journal of Inclusive Education, 1-17.

Jackson, D. R. (2005). An exploration of the relationship between teacher efficacy and classroom management styles in Urban Middle Schools. Wayne State University.

McHatton, P., & Parker, A. (2013). Purposeful Preparation: Longitudinally Exploring Inclusion Attitudes of General and Special Education Pre-Service Teachers. Teacher Education and Special Education, 36(1), 186-203.

Mngo, A., & Mngo, Z. (2018). Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership. Education Research International. https://doi.org/10.1155/2018/3524879

Monsen, J., Ewing, D., & Kwoka, M. (2013). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning Environments Research, 17(1), 113-126. 10.1007/s10984-013-9144-8

Monsen, J., Kielblock, S., & Ewing, D. (2017). Teachers’ attitudes towards inclusive education: a critical review of published questionnaires. Educational Psychology in Practice, 34, 1-16.

Moran, T., & Hoy, W. (1998). Teacher Efficacy: It's Meaning and Measure. Review Of Educational Research, 68, 202-248.

Moriel CHACON, M., & Martins, B. (2020). Teacher Efficacy for Inclusive Practices (TEIP) Scale Validation. Revista Brasileira De Educação Especial, 26(1), 1-16. https://doi.org/10.1590/s1413-65382620000100001

Ohio Department of Education. (2008). A Parent’s Guide to the Individuals with Disabilities Education Improvement Act of 2004, IDEA. https://www.escneo.org/Downloads/Whose_IDEA_Is_This_2008_Arabic_12.pdf

Özokcu, O. (2018). The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey. Journal Of Education and Training Studies, 6(3), 6. http://dx.doi.org/10.11114/jets.v6i3.3034

Pajares, k., & Chunk, D. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), International perspectives on individual differences (pp. 239-265). Ablex Publishing.

Pandee, M., Tepsuriwong, S., & Darasawang, P. (2020). The dynamic state of pre-service teachers’ self-efficacy: A critical incident study in Thailand. Issues In Educational Research, 30(4), 1442-1462.

Pedhazur, J. (1997). Multiple regression in behavioral research. Florida: Harcourt Brace.

San Martin, C., Ramirez, C., Calvo, R., Muñoz-Martínez, Y., & Sharma, U. (2021). Chilean Teachers Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices. Sustainability, 13, 2300. https://doi.org/10.3390/su130423

Savolainen, H., Malinen, O. P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion–a longitudinal cross-lagged analysis. International journal of inclusive education, 26(9), 958-972.

Sharma, U., & Sokal, L. (2016). ‘Can teachers’ self-reported efficacy, concerns, and attitudes toward inclusion scores predict their actual inclusive classroom practices?’ Australasian Journal of Special Education, 40(1), 21-38.

Sharma, U., Loreman, T., & Forlin, C. (2011). Measuring teacher efficacy to implement inclusive practices. Journal Of Research in Special Educational Needs, 12(1), 12-21.

Stauble, K. R. (2009). Teacher attitudes toward inclusion and the impact of teacher and school variables. University of Louisville.

Tumkaya, S., & Miller, S. (2020). The preceptions of pre- and in-service teachers' self-efficacy regarding inclusive practices: A systematized review. Elementary Education Online, 19(2), 1061-1077.

Underwood, K. (2014, November). Everyone Is Welcome: Inclusive Early Childhood Education and care. Retrieved from https://www.researchgate.net/publication/268745746

UNESCO. (2018). Defining the scope of inclusive education. Retrieved from https://unesdoc.unesco.org/in/rest/annotationSVC/

Yada, A. (2015). Japanese in-service teachers' attitudes toward inclusive education and self-efficacy for inclusive practices (Unpublished master's thesis). University of Jyvaskyla. https://jyx.jyu.fi/bitstream/handle/123456789/48213/1/URN%3ANBN%3Afi%3Ajyu-201512304146.pdf

التنزيلات

منشور

2023-12-15

كيفية الاقتباس

Muhaidat, . M. ., & Falah , A.-H. . (2023). القدرة التنبؤية للكفاءة الذاتية المدركة بالاتجاهات نحو ممارسات التعليم الدامج لدى المعلمين في مرحلة ما قبل الخدمة. دراسات: العلوم التربوية, 50(4), 262–289. https://doi.org/10.35516/edu.v50i4.3805

إصدار

القسم

Articles
##plugins.generic.dates.received## 2023-01-20
##plugins.generic.dates.accepted## 2023-05-21
##plugins.generic.dates.published## 2023-12-15