保育教师对待天才教育的态度与自我效能

IF 1.2 Q3 EDUCATION, SPECIAL
M. Opoku, William Nketsia, Michael Amponteng, W. Mprah, E. O. Kumi
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引用次数: 0

摘要

教师培训是天才教育成功的基础。不幸的是,在撒哈拉以南非洲,该地区仍处于实施包容性教育的早期阶段,对GATE的了解有限,因为职前教师培训计划尚未优先考虑这一主题领域。本探索性研究的目的是检验加纳三所教育学院304名职前教师对GATE的态度和自我效能感。以Ajzen的计划行为理论为框架,研究结果表明,态度和自我效能感之间存在正相关,后者是前者的重要预测因素。其他背景变量——如性别、包容性教育政策知识、专业化和学习水平——为职前教师的态度和自我效能提供了见解。还讨论了教师培训机构为GATE开设培训课程和制定文化响应政策、指导方针和战略的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students
Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.
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CiteScore
3.00
自引率
0.00%
发文量
17
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