Article 2018

Inclusive vocational schools in Canada and Germany. A comparison of vocational pre-service teachers′ attitudes, self-efficacy and experiences towards inclusive education

MS
Miesera, Susanne
 GM
Gebhardt, Markus
European Journal of Special Needs Education
Journal · Vol. 33 · Issue 5 · pp. 707-722
Abstract

Both Canada’s and Germany’s school systems are transitioning into inclusive education systems. This transition is also happening in vocational schools. This paper addresses the new demands that vocational teachers face, due to the introduction of inclusive education in Germany and Canada, by examining Canadian and German pre-service vocational teachers’ attitudes, self-efficacy and experiences related to inclusive education. The study identifies significantly more positive ratings in the Canadian sample across all the three scales. We conclude that the different ratings relate to different school systems, experiences with inclusion and the teacher education systems. Based on these research findings, recommendations for teacher education are discussed. © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

self-efficacy inclusion attitudes Teacher Education vocational schools

Index Keywords

human Article Vocational education self concept Inclusive education Germany human experiment teacher training Canada attitude
Author Affiliations
Technische Universität München, Munich, Bayern, Germany
Fakultät Rehabilitationswissenschaften, Technische Universität Dortmund, Dortmund, Nordrhein-Westfalen, Germany
Funding & Acknowledgements
No funding information
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