幼儿全纳教学中教师自我效能感的发展与验证

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Teacher Education Pub Date : 2022-10-27 DOI:10.1080/10901027.2022.2136550

C. Catalano, Helenrose Fives, Nicole Barnes

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引用次数: 0

摘要

摘要:本研究开发并验证了一种名为《自闭症谱系障碍(ASD)幼儿全纳课堂教师自我效能感量表》(TSE-ASDI/EC)的工具，用于评估教师在全纳课堂中教授自闭症谱系障碍(ASD)学生的自我效能感。我们进行了文献和专家评论，然后对职前和在职幼儿教师进行认知预测试。接下来，我们采用了一系列的分析技术来检查的因素结构，可靠性，以及各维度之间的关系的仪器为整个样本和亚组。我们根据测试内容、反应过程、仪器的内部结构以及与其他变量的关系，为有效性提供证据。这导致了一个单向度的16项量表来衡量通识教育教师在包容性幼儿课堂中教育自闭症学生的自我效能感。基于这些发现，我们讨论了对研究和实践的影响。

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Developing and validating the teacher self-efficacy for teaching students with autism spectrum disorder in inclusive early childhood classrooms

ABSTRACT We developed and validated an instrument, the Teacher Self-efficacy for Teaching Students with ASD Inclusive Early Childhood Classrooms Scale: TSE-ASDI/EC, to determine teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD) in inclusive early childhood classrooms. We engaged in literature and expert reviews followed by cognitive pre-testing with pre-service and in-service early childhood teachers. Next, we employed a series of analytic techniques to examine the factor structure, reliability, and relationships among the dimensions of the instrument for the entire sample and by subgroups. We provide evidence for validity based on test content, response process, internal structure of the instrument, and relations to other variables. This led to a unidimensional, 16-item scale to measure general education teachers’ self-efficacy for educating students with ASD in inclusive early childhood classrooms. Based on these findings we discuss implications for research and practice.

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来源期刊

Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

16.70%

发文量

期刊介绍： The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.