Toward More Inclusive Education
An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers
Dados Bibliográficos
| ID | 4309014 |
|---|---|
| Autores | Júlia Griful-Freixenet (0000-0001-9317-9617, Vrije Universiteit Brussel, autor correspondente), Katrien Struyven (0000-0002-6562-2172, Vrije Universiteit Brussel), Wendelien Vantieghem (0000-0001-5891-2131, Vrije Universiteit Brussel) |
| Ano | 2021 |
| Volume | 72 |
| Fascículo | 3 |
| Páginas | 381-395 |
| Data de publicação | 2021-05-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120965525 |
| OpenAlex | W3093964789 |
| Idioma | EN |
| Citações recebidas | 17 |
| Referências citadas | 63 |
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers' practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers
Epistemology · Inclusion (mineral) · Mathematics education · Mindset · Pedagogy · Praxis · Test (biology) · Universal Design for Learning · Artificial Intelligence · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Psychology · Social Psychology · Teacher Education and Leadership Studies
Más Allá de las Pautas DUA
Understanding Students’ Learning Needs and Preferences
A scoping review of pre-service teachers’ beliefs about implementing the universal design for learning framework
The role of self-efficacy beliefs and inclusive education beliefs on teacher burnout
Effects of a neuroscience-informed universal design for learning training on the development of inclusive teaching competencies
“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices
Literature review on teachers’ mindsets, growth-oriented practices and why they matter
Developing Indicators to Evaluate Instructor Management of Sports Centers for the People With Disabilities Based on Universal Design Principles in South Korea
Teacher educators’ diversity-responsive practices
Enhancing Early Childhood Education Achievement
Empowering Learners in Higher Education
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI)
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
Universal Design for Learning. A systematic review of its role in Teacher Education
The role of growth mindset in shaping teachers' intercultural competencies
Moving towards preservice teachers’ implementation of universal design for learning
Visible Learning for Teachers
Measuring teacher efficacy to implement inclusive practices
Motivation and Education
Teacher efficacy
A Critical Analysis of the Research on Learning to Teach
Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors.
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
A social cognitive view of self-regulated academic learning.
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
Characteristics of Entering Teacher Candidates
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
Self-Regulation and Academic Learning
Self-Efficacy
Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement
Psychologically controlling teaching
A Review of Research on Universal Design Educational Models
Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences
Measuring teachers’ perceptions about differentiated instruction
A Meta-Analysis of Response Rates in Web- or Internet-Based Surveys
Facilitating Internalization
Self-efficacy
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Predictors of Educator’s Valuing of Systematic Inquiry in Schools
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism
The effectiveness of universal design for learning
Teacher induction and elementary science teaching
Teaching as a profession and as a career
Goal-orientation and teacher motivation among teacher applicants and student teachers
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
Teachers' sense of efficacy and their beliefs about managing students
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Modelling by teacher educators
The general causality orientations scale
Antecedents and Outcomes of Self-Determination in 3 Life Domains
Perceived locus of causality and internalization
Teacher efficacy
Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Perceived Self-Efficacy in Cognitive Development and Functioning
Networks as Learning Communities
| Obras citantes distintas | 17 |
|---|---|
| Citações por ano | 3,4 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 16 |