Design teacher training on inclusive education to combine belief reflection with practical experience in inclusive classrooms¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (2 quant-synthesis), q2–q3 · 1 of 2 report an effect size · 2 claims rest on one study

Description¶

The article's synthesis indicates that training on inclusive education should not stop at transmitting content: it should prompt teachers to reflect on their existing beliefs and provide "practical experience in inclusive classrooms". The meta-analysis found training particularly effective in encouraging reflection of beliefs and facilitating belief change under these conditions, so programs for preservice courses and professional development should build both elements in. The strategy targets the belief components the article identifies as malleable through training.

Design Implications¶

Context¶

Requirements¶

• Training must include opportunities for teachers to reflect on their beliefs about inclusive education
• Training must include practical experience gained in inclusive classrooms

Constraints¶

• The moderator statement is reported without a printed effect size, and the article notes it remains poorly understood which parts of teachers' belief systems are affected and how changes in beliefs are achieved

Target Learners¶

• preservice teachers
• in-service teachers

Target Learning Goals¶

• more positive cognitive and emotional appraisals of inclusive education
• higher self-efficacy for teaching inclusive classrooms

Claims¶

• Training facilitates belief change particularly when it encourages reflection of beliefs and teachers gain practical experience in inclusive classrooms [+W]
• Teacher training for inclusive education had a large effect on teachers' knowledge and moderate effects on willingness to change, skills, and beliefs in the fitted Willingness-to-Change model [+W]

Related Strategies¶

• Staff development should make teaching principles explicit through articulation, reflection and evaluation, supported by institutional incentives and training

Examples¶

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Key Sources¶

• Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers' Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09695-0