教师融合教育素养测评工具评估与研究进展
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摘要
提升教师融合教育素养是融合教育质量达成的首要任务。文章围绕融合教育教师三大个体内在因素(接纳态度、教学效能、知识与能力),评估与分析了国外和我国台湾地区较为流行的七种测评量表及其研究现状。结果显示:1.SACIE-R与TIEP是当前使用率较高的教师接纳态度与教学效能感量表,合作沟通效能对教师的接纳态度具有显著的正向预测力;2.在融合教师知识与能力方面,ITCQ可有效评估在职教师,IES则适用于职前师范生;3.教师的融合教学经验、对政策法规的了解程度,与学校氛围的和谐、学校领导的支持以及课程的针对性等因素均对教师的融合态度与效能产生影响。
The teachers' inclusive education capacities are the primary task to achieve the quality of inclusive education. In this study, seven popular assessment scales in Taiwan and other countries were evaluated around the three internal factors(acceptance attitude, teaching effectiveness, knowledge and ability)of inclusive education teachers.The study found that: SACIE-R and TIEP are the scale of teachers' inclusive attitude and practical effectiveness with high utilization rate at present, and "cooperative communication effectiveness" has significant positive predictive power to teachers' integrated attitude. In addition, ITCQ can effectively evaluate the integrated education literacy of the in-service teachers, and IES is suitable for testing pre-service normal students. Finally, factors such as teachers' inclusive teaching experience, students' confidence in teaching with special education needs and their understanding of policies and regulations have an impact on teachers' inclusive attitude and effectiveness.
The teachers' inclusive education capacities are the primary task to achieve the quality of inclusive education. In this study, seven popular assessment scales in Taiwan and other countries were evaluated around the three internal factors(acceptance attitude, teaching effectiveness, knowledge and ability)of inclusive education teachers.The study found that: SACIE-R and TIEP are the scale of teachers' inclusive attitude and practical effectiveness with high utilization rate at present, and "cooperative communication effectiveness" has significant positive predictive power to teachers' integrated attitude. In addition, ITCQ can effectively evaluate the integrated education literacy of the in-service teachers, and IES is suitable for testing pre-service normal students. Finally, factors such as teachers' inclusive teaching experience, students' confidence in teaching with special education needs and their understanding of policies and regulations have an impact on teachers' inclusive attitude and effectiveness.
引文
[1]傅王倩,肖非.随班就读儿童回流现象的质性研究[J].中国特殊教育,2016(3):3-9.
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[4]周丹,王雁,胡玉君.二十一世纪以来国际融合教育教师研究热点--基于科学知识图谱的可视化分析[J].中国特殊教育,2017(12):11-18.
[5]周丹,王雁.美国融合教育教师素养构成及启示[J].比较教育研究,2017(3):89-95.
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[12]Forlin C,Earle C,Loreman T,et al.The Sentiments,Attitudes,and Concerns about Inclusive Education Revised(SACIE-R)Scale for Measuring PreService Teachers'Perceptions about Inclusion[J].Exceptionality Education International,2011(9):2420-2427.
[13]Saloviita T.Measuring pre-service teachers'attitudes towards inclusive education:Psychometric properties of the TAISscale[J].Teaching&Teacher Education,2015(52):66-72.
[14]Sharma U,Loreman T,Forlin C.Measuring teacher ef?cacy to implement inclusive practices[J].Journal of Research in Special Educational Needs,2012(12):12-21.
[15]Malinen P,Savolainen H,Xu J.Beijing in-service teachers'self-efficacy and attitudes towards inclusive education[J].Teaching&Teacher Education An International Journal of Research&Studies,2012(4):526-534.
[16]Deng M,Wang S,Guan W.The development and initial validation of a questionnaire of inclusive teachers’competency for meeting special educational needs in regular classrooms in china[J].International Journal of Inclusive Education,2017(21):1-12.
[17]黃秋霞.融合教育全量表的编制与分析[J].台湾:障碍张理解半年刊,2016(1):37-65.
[18]吴樎椒.嘉义县市幼儿园教师学前融合教育专业知能与态度之研究[J].台湾:测验统计年刊,2008(16):91-123.
[19]Savolainen H,Engelbrecht P,Mirna N,et al.Understanding teachers’attitudes and self-efficacy in inclusive education:implications for pre-service and in-service teacher education[J].European Journal of Special Needs Education,2012(1):51-68.
[20]Yada A,Savolainen H.Japanese in-service teachers’attitudes toward inclusive education and self-efficacy for inclusive practices[J].Teaching&Teacher Education,2015(64):222-229.
[21]Gaines T,Barnes M.Teachers’Attitudes and Perceptions of Inclusion in Relation to Grade Level and Years of Experience[J].ElectronicJournalforInclusiveEducation,2015(3):1-19.
[22]Lai T,Li Y,Ji M,et al.What are the inclusive teaching tasks that require the highest self-efficacy?[J].Teaching&Teacher Education,2016(59):338-346.
[23]Main S,Chambers J,Sarah P.Supporting the transition to inclusive education:teachers’attitudes to inclusion in the Seychelles[J].International Journal of Inclusive Education,2016(12):1-16.
[24]Chao G,Forlin C,Ho C.Improving teaching selfefficacy for teachers in inclusive classrooms in Hong Kong[J].International Journal of Inclusive Education,2016(11):1-13.
[25]昝飞.融合教育:理想与现实[M].上海:华东师范大学出版社,2016:12.
[2]郭文斌,张晨琛.我国融合教育热点领域及发展趋势研究[J].残疾人研究,2017(3):63-69.
[3]杨希洁,韦小满.基于全面质量管理理论的融合教育质量构成要素研究[J].中国特殊教育,2017(3):7-13.
[4]周丹,王雁,胡玉君.二十一世纪以来国际融合教育教师研究热点--基于科学知识图谱的可视化分析[J].中国特殊教育,2017(12):11-18.
[5]周丹,王雁.美国融合教育教师素养构成及启示[J].比较教育研究,2017(3):89-95.
[6]Nowicki A,Sandieson R.A Meta-Analysis of SchoolAge Children\"s Attitudes Towards Persons with Physical or Intellectual Disabilities[J].International Journal of Disability,Development and Education,2002(3):243-265.
[7]王雁,黄玲玲,王悦,等.对国内随班就读教师融合教育素养研究的分析与展望[J].教师教育研究,2018(1):26-32.
[8]Fitzpatrick R,Davey C,Buxton M,et al.Evaluating patient-based outcome measures for use in clinical trials[J].Health Technol Assess,1998,2(14):1-74.
[9]Ewing L,Monsen J,Kielblock S.Teachers’attitudes towards inclusive education:a critical review of published questionnaires[J].Educational Psychology in Practice,2017(14):1-16.
[10]Anke B,Sip P,Alexander M.Regular primary schoolteachers’attitudes towards inclusive education:a review of the literature[J].InternationalJournalofInclusive,2011(3):331-353.
[11]Mahat M.The Development of a Psychometrically Sound Instrument to Measure Teachers'Multidimensional Attitudes toward Inclusive Education.[J].International Journal of Special Education,2008(23):82-92.
[12]Forlin C,Earle C,Loreman T,et al.The Sentiments,Attitudes,and Concerns about Inclusive Education Revised(SACIE-R)Scale for Measuring PreService Teachers'Perceptions about Inclusion[J].Exceptionality Education International,2011(9):2420-2427.
[13]Saloviita T.Measuring pre-service teachers'attitudes towards inclusive education:Psychometric properties of the TAISscale[J].Teaching&Teacher Education,2015(52):66-72.
[14]Sharma U,Loreman T,Forlin C.Measuring teacher ef?cacy to implement inclusive practices[J].Journal of Research in Special Educational Needs,2012(12):12-21.
[15]Malinen P,Savolainen H,Xu J.Beijing in-service teachers'self-efficacy and attitudes towards inclusive education[J].Teaching&Teacher Education An International Journal of Research&Studies,2012(4):526-534.
[16]Deng M,Wang S,Guan W.The development and initial validation of a questionnaire of inclusive teachers’competency for meeting special educational needs in regular classrooms in china[J].International Journal of Inclusive Education,2017(21):1-12.
[17]黃秋霞.融合教育全量表的编制与分析[J].台湾:障碍张理解半年刊,2016(1):37-65.
[18]吴樎椒.嘉义县市幼儿园教师学前融合教育专业知能与态度之研究[J].台湾:测验统计年刊,2008(16):91-123.
[19]Savolainen H,Engelbrecht P,Mirna N,et al.Understanding teachers’attitudes and self-efficacy in inclusive education:implications for pre-service and in-service teacher education[J].European Journal of Special Needs Education,2012(1):51-68.
[20]Yada A,Savolainen H.Japanese in-service teachers’attitudes toward inclusive education and self-efficacy for inclusive practices[J].Teaching&Teacher Education,2015(64):222-229.
[21]Gaines T,Barnes M.Teachers’Attitudes and Perceptions of Inclusion in Relation to Grade Level and Years of Experience[J].ElectronicJournalforInclusiveEducation,2015(3):1-19.
[22]Lai T,Li Y,Ji M,et al.What are the inclusive teaching tasks that require the highest self-efficacy?[J].Teaching&Teacher Education,2016(59):338-346.
[23]Main S,Chambers J,Sarah P.Supporting the transition to inclusive education:teachers’attitudes to inclusion in the Seychelles[J].International Journal of Inclusive Education,2016(12):1-16.
[24]Chao G,Forlin C,Ho C.Improving teaching selfefficacy for teachers in inclusive classrooms in Hong Kong[J].International Journal of Inclusive Education,2016(11):1-13.
[25]昝飞.融合教育:理想与现实[M].上海:华东师范大学出版社,2016:12.