The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities

By Annemaree Carroll, C. Forlin, A. Jobling. 2003

265 citations recorded by the source corpus.

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Citations in the corpus

Preservice Teachers' Views of Inclusive Education: A Content Analysis (2011, background): “For example, Carroll et al. (2003) and Lancaster and Bain (2007) found that participation in short compulsory subjects dealing with inclusive education impacted favourably on discomfort levels, sympathy, uncertainty, fear, coping, and confidence. Although the inclusion of compulsory inclusive educat”
The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, background): “Using the same research design, Carroll et al. (2003) found similar results following a 10-week course.”
Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “Initial teacher education (ITE) programs in WA are gradually adapting to prepare new graduates for a more inclusive school environment, though this seems to be progressing more slowly than the changes occurring in the schools themselves (Chambers & Forlin, 2010).”
The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study (2010, background): “positive impact on PSTEs assessment of their own confidence and capabilities (self-efficacy) in being able to teach students with special needs (Carroll et al., 2003).”
Pre-service primary teachers’ attitudes towards inclusive education (2014, background): “This study has shown training to have a positive impact on attitudes towards inclusive education (Carroll et al., 2003; Sharma et al., 2006).”
The Design of Inclusive Education Courses and the Self‐efficacy of Preservice Teacher Education Students (2007, background): “The present study seeks to extend the attitudinal research of Carroll et al. (2003) by examining the effects of teacher preparation on preservice student’s sense of self-efficacy about teaching students with special educational needs in inclusive settings.”
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education (2009, background): “…2006; Subban & Sharma, 2006), their readiness for teaching diverse learners (Forlin et al., 1999; Engelbrecht & Forlin, 1998; Forlin, 2001), and their attitudes towards inclusive educational practices (Carroll et al., 2003; Sharma et al., 2003; Loreman et al. et al., 2005; Subban & Sharma, 2005).”
Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, methodology): “Six studies indicated that participants were informed that participation was on a voluntary basis (Carroll, Forlin, and Jobling 2003; McHatton and Parker 2013; Sharma, Forlin, and Loreman 2008; Stella, Forlin, and Lan 2007; Tait and Purdie 2000; Taylor and Ringlaben 2012).”
PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, result): “These results corroborate the findings of other researchers who suggest that preservice teachers, although less hostile toward inclusion, tend to be worried and anxious about their lack of knowledge and experience (Carroll et al., 2003; Taylor & Sobel, 2001).”
The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “In a different study, all participants with prior experience had significantly lower levels of discomfort compared to those without prior experience, and daily contact had a more significant effect than less frequent contact (Carroll, Forlin, and Jobling 2003).”