ABSTRACT

Although recent research has focused on teachers’ attitudes concerning inclusive education, studies on teachers’ concerns about heterogeneity in inclusive education and on the implementation of inclusive teaching into their educational practice are sparse. Based on the concerns-based adoption model, the present study investigated whether there are different teacher profiles with regard to their concerns and behaviour regarding heterogeneity in inclusive classrooms and to what extent these profiles differ with regard to subjective dimensions (attitudes, subjective norms, self-efficacy, background factors such as experience and emotions). Three profiles merging teachers’ Stages of Concern and Levels of Use (impact-concerned co-operators, unconcerned mechanical users, moderately concerned non-users) were identified in a sample of N = 113 teachers. Moreover, substantial differences between the three profiles regarding all of the subjective dimensions were detected. It is discussed how these results can be used for supporting teachers in dealing with heterogeneity in inclusive education.

摘要

尽管最近的研究集中在教师对全纳教育的态度上，但关于教师对全纳教育异质性的担忧以及将全纳教学实施到他们的教育实践中的研究却很少。基于基于关注的采用模型，本研究调查了教师在全纳课堂异质性的关注和行为方面是否存在不同的情况，以及这些情况在主观维度（态度、主观规范、自我-疗效、经验和情绪等背景因素）。在以下样本中确定了三个合并教师关注阶段和使用水平（关注影响的合作者、不关注的机械用户、中度关注的非用户）的概况N  = 113 名教师。此外，检测到关于所有主观维度的三个配置文件之间的实质性差异。讨论了如何将这些结果用于支持教师应对全纳教育的异质性。