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European Journal of Special Needs Education Volume 37, 2022 - Issue 1
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Articles

Pre-service teachers’ attitudes towards inclusion and their relationships to personality traits and learning opportunities

Carla Bohndicka Hamburg Center for University Teaching and Learning, University of Hamburg, Hamburg, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1079-8098
ORCID Icon,
Natalie Ehrhardt-Madapathib Department of Psychology, University of Koblenz-Landau, Landau, Germany
,
Susanne Weisb Department of Psychology, University of Koblenz-Landau, Landau, Germany
,
Tanja Lischetzkeb Department of Psychology, University of Koblenz-Landau, Landau, Germany
&
Manfred Schmittb Department of Psychology, University of Koblenz-Landau, Landau, Germany
Pages 146-155 | Received 16 Jan 2020, Accepted 24 Nov 2020, Published online: 06 Dec 2020
 
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ABSTRACT

This study examined pre-service teachers’ attitudes towards inclusion, posing research questions regarding the (1) relationship between attitudes and personality and (2) between attitudes and the uptake of learning opportunities, and (3) moderating effects of the uptake of learning opportunities on the relationship between attitudes and personality. Questionnaire data from 2504 teacher education students in two universities were analysed. Results indicate that (1) attitudes towards inclusion are related with personality factors, particularly agreeableness, but not as strongly as expected, that (2) there was no relationship between attitudes and the uptake of learning opportunities, and that (3) the results indicate no moderating effects of the uptake of learning opportunities.

Disclosure statement

No potential conflict of interest was reported by the authors.

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