Object's details: Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes

Provider:Platforma Otwartych Czasopism Naukowych UAM

Description

Title:
Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes
Creator:
Nijakowska, Joanna
Description:
The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.
Object availability:
free access
Rights:
Prawa autorskie (c) 2022 Joanna Nijakowska;
https://creativecommons.org/licenses/by-nd/4.0
Date:
2022.08.26
Type:
info:eu-repo/semantics/article;
info:eu-repo/semantics/publishedVersion
Language:
English
Source:
Neofilolog; Nr. 58/2 (2022): Kształcenie językowe uczniów ze specjalnymi potrzebami edukacyjnymi; 161-178;
Neofilolog; No. 58/2 (2022): Language education of pupils with special educational needs; 161-178;
Neofilolog; No. 58/2 (2022): Kształcenie językowe uczniów ze specjalnymi potrzebami edukacyjnymi; 161-178;
Neofilolog; No 58/2 (2022): Kształcenie językowe uczniów ze specjalnymi potrzebami edukacyjnymi; 161-178;
Neofilolog; Nr 58/2 (2022): Kształcenie językowe uczniów ze specjalnymi potrzebami edukacyjnymi; 161-178;
2545-3971;
1429-2173
Format:
application/pdf
Publisher:
Adam Mickiewicz University Poznan
Relation: http://pressto.amu.edu.pl/index.php/n/article/view/31739/30253
Subject:
kształcenie nauczycieli języków obcych;
włączające praktyki w nauczaniu;
przygotowanie nauczycieli;
obawy nauczycieli;
specjalne potrzeby edukacyjne;
special educational needs;
foreign language teacher education;
inclusive teaching practices;
teacher concerns;
teacher preparedness
Identifier: http://pressto.amu.edu.pl/index.php/n/article/view/31739
Data provider:
Platforma Otwartych Czasopism Naukowych UAM

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Object's details: Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes

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