Journal article

Publication year: 2014

Pages: 661-678

Journal: Zeitschrift für Erziehungswissenschaft

Volume number: 17

Issue number: 4

ISSN: 1434-663X

eISSN: 1862-5215

DOI Link: https://doi.org/10.1007/s11618-014-0587-1

Publisher: Springer

Abstract: 
The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education.

Harvard Citation style: Moser, V., Kuhl, J., Redlich, H. and Schaefer, L. (2014) Beliefs of student teachers in special and elementary school educational programs, Zeitschrift für Erziehungswissenschaft, 17(4), pp. 661-678. https://doi.org/10.1007/s11618-014-0587-1

APA Citation style: Moser, V., Kuhl, J., Redlich, H., & Schaefer, L. (2014). Beliefs of student teachers in special and elementary school educational programs. Zeitschrift für Erziehungswissenschaft. 17(4), 661-678. https://doi.org/10.1007/s11618-014-0587-1