Using teachers' prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion

By S. Symeonidou, Helen Phtiaka. 2009

146 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/698f864a5b97279384399bc6ffb3618ca902801e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. U. Sharma
2. T. Loreman
3. C. Forlin
4. Anke Heyder
5. Franziska Lautenbach
6. Chris Earle
7. Timo Saloviita
8. H. Savolainen

In Political Science and International Relations

1. C. Forlin

Citations in the corpus

• The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers' Perceptions about Inclusion. (2011, background): “In many instances, pre-service teachers’ conceptualizations of inclusion are problematic and teacher preparation courses fail to take into account their sentiments, attitudes, and concerns (Symeonidou & Phtiaka, 2009).”
• Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, background): “In this vein, a positive teacher attitude is often perceived as a prerequisite, or catalyst, for inclusive education (e.g. Antonak and Larrivee 1995; Avramidis and Norwich 2002); teachers themselves believe this (Symeonidou and Phtiaka 2009).”