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Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips

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Abstract
Insight in the way teachers' beliefs filter their interpretation of inclusive classrooms is vital to support teachers’ competences to teach diverse learners. This study explores how three types of teacher beliefs about teaching diverse learners (i.e., professional beliefs about diversity, beliefs about differentiating the curriculum, and growth mindset) are associated with their noticing of two key aspects of effective inclusive classrooms (i.e. positive teacher-student interactions (PTSI) and differentiated instruction (DI)). Data was collected in a sample of secondary education teachers (N = 462) in Flemish schools (N = 23). Teacher beliefs were measured by survey scales, while teachers’ noticing of PTSI and DI was assessed by a standardised video-based comparative judgement instrument. Survey and video data were combined in a multivariate multilevel framework. Findings indicate that teachers’ professional beliefs about diversity and beliefs about differentiating the curriculum serve as filters for noticing PTSI and DI in videoclips. For teachers’ growth mindset no significant relationship was found. These associations did not change when taking into account teachers’ sex, age, educational background or experience. Furthermore, a small part of the differences in teachers’ noticing DI is explained by the school level, suggesting that teachers within a school can share a vision. Results are discussed in the light of teacher thinking for inclusive classrooms and implications for teacher professional development.
Keywords
Education, Developmental and Educational Psychology, teacher beliefs, teacher noticing, inclusion, diversity, video

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Chicago
Roose, Iris, Wendelien Vantieghem, Ruben Vanderlinde, and Piet Van Avermaet. 2019. “Beliefs as Filters for Comparing Inclusive Classroom Situations. Connecting Teachers’ Beliefs About Teaching Diverse Learners to Their Noticing of Inclusive Classroom Characteristics in Videoclips.” Contemporary Educational Psychology 56: 140–151.
APA
Roose, I., Vantieghem, W., Vanderlinde, R., & Van Avermaet, P. (2019). Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips. Contemporary Educational Psychology, 56, 140–151.
Vancouver
1.
Roose I, Vantieghem W, Vanderlinde R, Van Avermaet P. Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips. Contemporary Educational Psychology. Elsevier BV; 2019;56:140–51.
MLA
Roose, Iris, Wendelien Vantieghem, Ruben Vanderlinde, et al. “Beliefs as Filters for Comparing Inclusive Classroom Situations. Connecting Teachers’ Beliefs About Teaching Diverse Learners to Their Noticing of Inclusive Classroom Characteristics in Videoclips.” Contemporary Educational Psychology 56 (2019): 140–151. Print.
@article{8588431,
  abstract     = {Insight in the way teachers' beliefs filter their interpretation of inclusive classrooms is vital to support teachers{\textquoteright} competences to teach diverse learners. This study explores how three types of teacher beliefs about teaching diverse learners (i.e., professional beliefs about diversity, beliefs about differentiating the curriculum, and growth mindset) are associated with their noticing of two key aspects of effective inclusive classrooms (i.e. positive teacher-student interactions (PTSI) and differentiated instruction (DI)). Data was collected in a sample of secondary education teachers (N = 462) in Flemish schools (N = 23). Teacher beliefs were measured by survey scales, while teachers{\textquoteright} noticing of PTSI and DI was assessed by a standardised video-based comparative judgement instrument. Survey and video data were combined in a multivariate multilevel framework. Findings indicate that teachers{\textquoteright} professional beliefs about diversity and beliefs about differentiating the curriculum serve as filters for noticing PTSI and DI in videoclips. For teachers{\textquoteright} growth mindset no significant relationship was found. These associations did not change when taking into account teachers{\textquoteright} sex, age, educational background or experience. Furthermore, a small part of the differences in teachers{\textquoteright} noticing DI is explained by the school level, suggesting that teachers within a school can share a vision. Results are discussed in the light of teacher thinking for inclusive classrooms and implications for teacher professional development. },
  author       = {Roose, Iris and Vantieghem, Wendelien and Vanderlinde, Ruben and Van Avermaet, Piet},
  issn         = {0361-476X},
  journal      = {Contemporary Educational Psychology},
  keyword      = {Education,Developmental and Educational Psychology,teacher beliefs,teacher noticing,inclusion,diversity,video},
  language     = {eng},
  pages        = {140--151},
  publisher    = {Elsevier BV},
  title        = {Beliefs as filters for comparing inclusive classroom situations. Connecting teachers{\textquoteright} beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips},
  url          = {http://dx.doi.org/10.1016/j.cedpsych.2019.01.002},
  volume       = {56},
  year         = {2019},
}

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