A study on the relationship between pre-service teachers’ beliefs about students and roles of teachers in special education

ABSTRACT

In this study, 227 pre-service teachers majoring in special education at two normal universities in eastern China were studied using a questionnaire survey. The survey sought to understand pre-service teachers’ beliefs about students and teachers’ role in special education, using a metaphor approach. The results are as follows: First, in terms of beliefs about students, more pre-service teachers hold an ‘Existence Orientation’, especially ‘Particularity of Existence’ Orientation. In regards to beliefs about teachers’ roles, more teachers hold the belief of teachers as ‘Facilitator’. Second, there is a significant difference between pre-service teachers’ beliefs, depending on their grade level in university. Finally, teachers’ belief about students are significantly related to their belief about the role of teachers. More specifically, teachers who hold the belief about students of ‘Reality of Development’ are more likely to hold the belief of teachers’ role as ’Facilitating Orientation’.

KEYWORDS:

• A metaphor approach
• beliefs about students
• beliefs about teachers’ roles
• pre-service teachers in special education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Weihao Xin is a PhD student in the Faculty of Education at East China Normal university. His research interests include teachers’ beliefs, knowledge and practices of inclusion.

Chanjuan Jia is a lecturer in the Faculty of Education at Hangzhou Normal university, also a PhD student in the Faculty of Education at East China Normal university. Her research interests include the development and education of students with special educational needs in inclusive classroom.

Chunling Liu is a professor in the Faculty of Education at East China Normal university. Her research interests include the development of students with special educational needs, and inclusive education.

Jingying Wang is a professor in the Normal College & School of Teacher Education at Qingdao University, also a part-time researcher and supervisor in East China Normal University, Shandong Normal University and Capital Normal University. Her research interests include comparative teacher education and science education in inclusive classroom.

Amber La Rayne Chen is a PhD student in the Business School of Qingdao University. Her research interests include education administration and education of students with special educational needs in inclusive classroom.

Additional information

Funding

This work was supported by The Peak Discipline Construction Project of Education of East China Normal University; The Third Science Funding of Undergraduates in Faculty of Education in East China Normal University [grant number ECNUF0E2017KY001]; Innovative Science Practice Funding of Graduates in East China Normal University: [grant number YKC17013]; Philosophy and Social Science Funding of Zhejiang Province [grant number 18NDJC057YB]; National Natural Science Fund of China [grant number 71704116]; Beijing Social Science Fund of Research Base [grant number 16JDJYA007].