Deciding to act: Teachers’ willingness to implement inclusive practices

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Erika Pace, Paola Aiello
Anno di pubblicazione 2016 Fascicolo 2016/1
Lingua Inglese Numero pagine 0 P. Dimensione file 0 KB
DOI 10.3280/ess1-2016oa3502
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Vedi l'articolo Scarica l'articolo open access

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

This article presents an ongoing study being conducted at the University of Salerno (Italy) to examine the variables, often intertwined, that influence teachers’ willingness to shift from fossilised methods of instruction to inclusive teaching strategies. Despite the strong tradition of inclusive education, the long history in pedagogical studies and the investment in teacher training, research has shown that in Italy an integrative model still persists.Meanwhile, a plethora of research stemming from psychological, sociological and neuroscientific studies, has been conducted on an international level on what affects people’s intentions to change behaviour. Among the theoretical constructs and models that have been developed, the Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behaviour (TPB) (Ajzen, 1988) have been used as conceptual frameworks to guide research on the variables affecting teachers’ intentions to act and implement new approaches in order to ensure quality education for all.The paper provides an overview of the literature available on the studies conducted to identify the theories framing research in this field, the methods and tools most commonly utilized, and the variables affecting the adoption of inclusive practices. The article concludes by outlining the implications for research and teacher education curricula reform.Keywordsliterature review; social cognitive theory; teacher agency; theory of planned behaviour; scale development

Keywords:Literature review, Social Cognitive Theory, Teacher agency, Theory of Planned Behaviour, Scale development

  • Does primary school teachers’ perceived efficacy in classroom management/discipline predict their perceptions of inclusive education? Eleni Didaskalou, Panayiota Stavroussi, Jennifer Greif Green, in Pastoral Care in Education /2024 pp.430
    DOI: 10.1080/02643944.2023.2287215
  • South African Teachers’ Attitudes Towards Working with Learners with Severe Intellectual Disabilities Deveny Beard, Salome Geertsema, Mia le Roux, Marien Graham, Ensa Johnson, in International Journal of Disability, Development and Education /2024 pp.1044
    DOI: 10.1080/1034912X.2023.2250270

Erika Pace, Paola Aiello, Deciding to act: Teachers’ willingness to implement inclusive practices in "EDUCATION SCIENCES AND SOCIETY" 1/2016, pp , DOI: 10.3280/ess1-2016oa3502