2,014
Views
5
CrossRef citations to date
0
Altmetric
Articles

Exploring student teachers’ professional vision of inclusive classrooms in primary education

, &
Pages 1091-1107 | Received 25 Jan 2019, Accepted 16 Mar 2019, Published online: 28 Mar 2019

References

  • Bandura, A. 1993. “Perceived Self-Efficacy in Cognitive Development and Functioning.” Educational Psychologist 28 (2): 117–148. doi: 10.1207/s15326985ep2802_3
  • Beecher, M., and S. M. Sweeny. 2008. “Closing the Achievement gap with Curriculum Enrichment and Differentiation: One School's Story.” Journal of Advanced Academics 19 (3): 502–530. doi:10.4219/jaa-2008-815.
  • Blecker, N. S., and N. J. Boakes. 2010. “Creating a Learning Environment for all Children: Are Teachers Able and Willing?” International Journal of Inclusive Education 14 (5): 435–447. doi:10.1080/13603110802504937.
  • Blomberg, G., K. Stürmer, and T. Seidel. 2011. “How pre-Service Teachers Observe Teaching on Video: Effects of Viewers’ Teaching Subjects and the Subject of the Video.” Teaching and Teacher Education 27 (7): 1131–1140. doi:10.1016/j.tate.2011.04.008.
  • Bowlby, J. 1982. “Attachment and Loss: Retrospect and Prospect.” American Journal of Orthopsychiatry 52 (4): 664–678. doi: 10.1111/j.1939-0025.1982.tb01456.x
  • Cameron, D. L. 2017. “Teacher Preparation for Inclusion in Norway: A Study of Beliefs, Skills, and Intended Practices.” International Journal of Inclusive Education 21 (10): 1028–1044. doi:10.1080/13603116.2017.1326177.
  • Caprara, G. V., C. Barbaranelli, L. Borgogni, and P. Steca. 2003. “Efficacy Beliefs as Determinants of Teachers’ job Satisfaction.” Journal of Educational Psychology 95 (4): 821–832. doi:10.1037/0022-0663.95.4.821.
  • Coubergs, C., K. Struyven, G. Vanthournout, and N. Engels. 2017. “Measuring Teachers’ Perceptions About Differentiated Instruction: The DI-Quest Instrument and Model.” Studies in Educational Evaluation 53: 41–54. doi:10.1016/j.stueduc.2017.02.004.
  • Englehart, J. M. 2009. “Teacher–Student Interaction.” In International Handbook of Research on Teachers and Teaching, edited by L. J. Saha, and A. G. Dworkin, 711–722. Boston, MA: Springer.
  • Florian, L. 2008. “Inclusion: Special or Inclusive Education: Future Trends.” British Journal of Special Education 35 (4): 202–208. doi:10.1111/j.1467-8578.2008.00402.x.
  • Gheyssens, E., K. Keppens, and I. Roose. 2017. “Video-based Assessment of Teachers’ Professional Vision of Inclusive Classrooms.” Paper presented at the 17th Biennal EARLI Conference for research on learning and instruction, Tampere, Finland.
  • Goodnough, K. 2010. “Investigating pre-Service Science Teachers’ Developing Professional Knowledge Through the Lens of Differentiated Instruction.” Research in Science Education 40 (2): 239–265. doi:10.1007/s11165-009-9120-6.
  • Hall, T. 2002. Differentiated Instruction. Wakefield, MA: National Center on Accessing the General Curriculum (NCAC).
  • Hamre, B. K., and R. C. Pianta. 2001. “Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes Through Eighth Grade.” Child Development 72 (2): 625–638. doi:10.1111/1467-8624.00301.
  • Hermans, R., J. van Braak, and H. Van Keer. 2008. “Development of the Beliefs About Primary Education Scale: Distinguishing a Developmental and Transmissive Dimension.” Teaching and Teacher Education 24 (1): 127–139. doi:10.1016/j.tate.2006.11.007.
  • Hollins, E. R., and M. T. Guzman. 2005. “Research on Preparing Teachers for Diverse Populations.” Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education 477: 548.
  • Keppens, K., E. Consuegra, M. Goossens, S. De Maeyer, and R. Vanderlinde. 2019. “Measuring pre-Service Teachers’ Professional Vision of Inclusive Classrooms: A Video-Based Comparative Judgement Instrument.” Teaching and Teacher Education 78: 1–14. doi:10.1016/j.tate.2018.10.007.
  • Koh, M. S., and S. Shin. 2017. “Education of Students with Disabilities in the USA: Is Inclusion the Answer?” International Journal of Learning, Teaching and Educational Research 16 (10), doi:10.26803/ijlter.16.10.1.
  • La Paro, K. M., R. C. Pianta, and M. Stuhlman. 2004. “The Classroom Assessment Scoring System: Findings From the Prekindergarten Year.” The Elementary School Journal 104 (5): 409–426. doi:10.1086/499760.
  • Lawrence-Brown, D. 2004. “Differentiated Instruction: Inclusive Strategies for Standards-Based Learning That Benefit the Whole Class.” American Secondary Education 3: 34–62.
  • Meschede, N., A. Fiebranz, K. Möller, and M. Steffensky. 2017. “Teachers’ Professional Vision, Pedagogical Content Knowledge and Beliefs: On its Relation and Differences Between pre-Service and in-Service Teachers.” Teaching and Teacher Education 66: 158–170. doi: 10.1016/j.tate.2017.04.010
  • Milner, H. R. 2010. “What Does Teacher Education Have to do with Teaching? Implications for Diversity Studies.” Journal of Teacher Education 61 (1–2): 118–131. doi:10.1177/0022487109347670.
  • Mitchell, D. 2014. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. London and New York: Routledge.
  • Pajares, M. F. 1992. “Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct.” Review of Educational Research 62 (3): 307–332. doi:10.3102/00346543062003307.
  • Parsons, S. A. 2012. “Adaptive Teaching in Literacy Instruction: Case Studies of two Teachers.” Journal of Literacy Research 44 (2): 149–170. doi:10.1177/1086296X12440261.
  • Pohan, C. A., and T. E. Aguilar. 2001. “Measuring Educators’ Beliefs About Diversity in Personal and Professional Contexts.” American Educational Research Journal 38 (1): 159–182. doi:10.3102/00028312038001159.
  • Prince, M. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93 (3): 223–231. doi:10.1002/j.2168-9830.2004.tb00809.x.
  • Putnam, R. T., and H. Borko. 1997. “Teacher Learning: Implications of new Views of Cognition.” In International Handbook of Teachers and Teaching, 1223–1296. Dordrecht: Springer.
  • Roorda, D. L., H. M. Koomen, J. L. Spilt, and F. J. Oort. 2011. “The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach.” Review of Educational Research 81 (4): 493–529. doi:10.3102/0034654311421793.
  • Roose, I., M. Goossens, R. Vanderlinde, W. Vantieghem, and P. Van Avermaet. 2018. “Measuring Professional Vision of Inclusive Classrooms in Secondary Education Through Video-Based Comparative Judgement: An Expert Study.” Studies in Educational Evaluation 56: 71–84. doi:10.1016/j.stueduc.2017.11.007.
  • Roose, I., W. Vantieghem, R. Vanderlinde, and P. Van Avermaet. 2019. “Beliefs as Filters for Comparing Inclusive Classroom Situations. Connecting Teachers’ Beliefs About Teaching Diverse Learners to Their Noticing of Inclusive Classroom Characteristics in Videoclips.” Contemporary Educational Psychology 56: 140–151. doi:10.1016/j.cedpsych.2019.01.002.
  • Sancar-Tokmak, H. 2013. “Effects of Video-Supported Expertise-Based Training (XBT) on Preservice Science Teachers’ Self-Efficacy Beliefs.” Eurasia Journal of Mathematics, Science & Technology Education 9 (2): 131–141. doi: 10.12973/eurasia.2013.924a
  • Seidel, T., and K. Stürmer. 2014. “Modeling and Measuring the Structure of Professional Vision in Preservice Teachers.” American Educational Research Journal 51 (4): 739–771. doi:10.3102/0002831214531321.
  • Sharma, U., C. Forlin, and T. Loreman. 2008. “Impact of Training on pre-Service Teachers’ Attitudes and Concerns About Inclusive Education and Sentiments About Persons with Disabilities.” Disability & Society 23 (7): 773–785. doi:10.1080/09687590802469271.
  • Sharma, U., T. Loreman, and C. Forlin. 2012. “Measuring Teacher Efficacy to Implement Inclusive Practices.” Journal of Research in Special Educational Needs 12 (1): 12–21. doi:10.1111/j.1471-3802.2011.01200.x.
  • Sherin, M. G. 2001. “Developing a Professional Vision of Classroom Events.” In Beyond Classical Pedagogy: Teaching Elementary School Mathematics, edited by T. Wood, B. S. Nelson, and J. Warfield, 75–93. Hillsdale, NJ: Erlbaum.
  • Sherin, M. G., and E. A. van Es. 2009. “Effects of Video Club Participation on Teachers’ Professional Vision.” Journal of Teacher Education 60 (1): 20–37. doi: 10.1177/0022487108328155
  • Struyven, K., C. Coubergs, E. Gheyssens, N. Engels, and W. Smets. 2016. Mythes over binnenklas differentiatie: naar een 'leer-kracht'ig model. Hermes, 59.
  • Struyven, K., and M. De Meyst. 2010. “Competence-based Teacher Education: Illusion or Reality? An Assessment of the Implementation Status in Flanders From Teachers’ and Students’ Points of View.” Teaching and Teacher Education 26 (8): 1495–1510. doi: 10.1016/j.tate.2010.05.006
  • Struyven, K., F. Dochy, and S. Janssens. 2010. “‘Teach as you Preach’: The Effects of Student-Centred Versus Lecture-Based Teaching on Student Teachers’ Approaches to Teaching.” European Journal of Teacher Education 33 (1): 43–64. doi: 10.1080/02619760903457818
  • Stürmer, K., T. Seidel, and S. Schäfer. 2013. “Changes in Professional Vision in the Context of Practice.” Gruppendynamik und Organisationsberatung 44 (3): 339–355. doi:10.1007/s11612-013-0216-0.
  • Taylor, R. W., and R. P. Ringlaben. 2012. “Impacting pre-Service Teachers’ Attitudes Toward Inclusion.” Higher Education Studies 2 (3): 16. doi:10.5539/hes.v2n3p16.
  • Tomlinson, C. A. 2004. “Differentiation in Diverse Settings: A Consultants Experiences in two Similar School Districts.” The School Administrator 61 (7): 28.
  • Tschannen-Moran, M., and A. W. Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17 (7): 783–805. doi:10.1016/S0742-051X(01)00036-1.
  • Tschannen-Moran, M., A. W. Hoy, and W. K. Hoy. 1998. “Teacher Efficacy: Its Meaning and Measure.” Review of Educational Research 68 (2): 202–248. doi:10.3102/00346543068002202.
  • Valiandes, S. 2015. “Evaluating the Impact of Differentiated Instruction on Literacy and Reading in Mixed Ability Classrooms: Quality and Equity Dimensions of Education Effectiveness.” Studies in Educational Evaluation 45: 17–26. doi:10.1016/j.stueduc.2015.02.005.
  • Van Driel, J. H., N. Verloop, and W. De Vos. 1998. “Developing Science Teachers’ Pedagogical Content Knowledge.” Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 35 (6): 673–695. doi:10.1002/(SICI)1098-2736(199808)35:6%3C673::AID-TEA5%3E3.0.CO;2-J doi: 10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
  • van Es, E. A., and M. G. Sherin. 2002. “Learning to Notice: Scaffolding new Teachers’ Interpretations of Classroom Interactions.” Journal of Technology and Teacher Education 10 (4): 571–596.
  • van Es, E. A., and M. G. Sherin. 2008. “Mathematics Teachers’ “Learning to Notice” in the Context of a Video Club.” Teaching and Teacher Education 24 (2): 244–276. doi:10.1016/j.tate.2006.11.005.
  • Vantieghem, W., P. Van Avermaet, S. Groenez, and M. Lambert. 2018. Diversiteitsbarometer Onderwijs Vlaamse Gemeenschap. Diversiteitsbarometer Onderwijs (pp. 47–193). Els Keytsman.
  • White, B. C. 2000. “Pre-service Teachers’ Epistemology Viewed Through Perspectives on Problematic Classroom Situations.” Journal of Education for Teaching: International Research and Pedagogy 26 (3): 279–305. doi:10.1080/713676891.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.