A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education
Bibliographic Data
| ID | 22162491 |
|---|---|
| Authors | Udeme Samuel Jacob (0000-0002-3234-8226, University of Johannesburg, corresponding author), Jace Pillay (0000-0002-9432-6014, University of Johannesburg) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-10-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.1012797 |
| OpenAlex | W4303184580 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
This study examined pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. A total of 131 pre-service teachers from two programs—one at a College of Education and a university program through the Faculty of Education—were surveyed using a cross-sectional survey research design. Data were collected using a self-developed questionnaire. The questionnaire was pilot tested among pre-service teachers from the Faculty of Education at a university which did not participate in the study. We used a 3 × 2 factorial multivariate analysis of variance (MANOVA) to analyze the descriptive and inferential data (means, standard deviations). The study revealed a statistically significant difference between pre-service teachers’ gender (male and female) and programs (university and college of education) regarding their knowledge and perceptions of, and attitudes toward, inclusive education. The results indicated a significant MANOVA. In the follow-up analysis of the variance test, pre-service teachers’ perceptions and attitudes differed between genders and programs. In addition, the study found a significant difference between pre-service teachers’ perceptions and attitudes toward inclusive education based on their educational programs. Pre-service teachers from the College of Education scored higher than those from the Faculty of Education at a university. We discuss the implications of an egalitarian learning environment
Descriptive statistics · Factorial analysis · Higher education · Mathematics education · Medical education · Multivariate analysis of variance · Perception · Political science · Significant difference · Teacher education · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Mathematics · Medicine · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |