Toward more inclusive education : an empirical test of the universal design for learning conceptual model among preservice teachers
- Author
- Júlia Griful-Freixenet, Katrien Struyven and Wendelien Vantieghem (UGent)
- Organization
- Abstract
- 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.
- Keywords
- Education, preservice teacher education, diversity, teacher beliefs, SELF-DETERMINATION THEORY, PHYSICAL-EDUCATION, EFFICACY BELIEFS, STUDENTS, MOTIVATION, ATTITUDES, ANTECEDENTS, INTERNALIZATION, IMPLEMENTATION, DETERMINANTS, Steunpunt Diversiteit & Leren, inclusion
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8698174
- MLA
- Griful-Freixenet, Júlia, et al. “Toward More Inclusive Education : An Empirical Test of the Universal Design for Learning Conceptual Model among Preservice Teachers.” JOURNAL OF TEACHER EDUCATION, vol. 72, no. 3, 2021, pp. 381–95, doi:10.1177/0022487120965525.
- APA
- Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Toward more inclusive education : an empirical test of the universal design for learning conceptual model among preservice teachers. JOURNAL OF TEACHER EDUCATION, 72(3), 381–395. https://doi.org/10.1177/0022487120965525
- Chicago author-date
- Griful-Freixenet, Júlia, Katrien Struyven, and Wendelien Vantieghem. 2021. “Toward More Inclusive Education : An Empirical Test of the Universal Design for Learning Conceptual Model among Preservice Teachers.” JOURNAL OF TEACHER EDUCATION 72 (3): 381–95. https://doi.org/10.1177/0022487120965525.
- Chicago author-date (all authors)
- Griful-Freixenet, Júlia, Katrien Struyven, and Wendelien Vantieghem. 2021. “Toward More Inclusive Education : An Empirical Test of the Universal Design for Learning Conceptual Model among Preservice Teachers.” JOURNAL OF TEACHER EDUCATION 72 (3): 381–395. doi:10.1177/0022487120965525.
- Vancouver
- 1.Griful-Freixenet J, Struyven K, Vantieghem W. Toward more inclusive education : an empirical test of the universal design for learning conceptual model among preservice teachers. JOURNAL OF TEACHER EDUCATION. 2021;72(3):381–95.
- IEEE
- [1]J. Griful-Freixenet, K. Struyven, and W. Vantieghem, “Toward more inclusive education : an empirical test of the universal design for learning conceptual model among preservice teachers,” JOURNAL OF TEACHER EDUCATION, vol. 72, no. 3, pp. 381–395, 2021.
@article{8698174,
abstract = {{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.}},
author = {{Griful-Freixenet, Júlia and Struyven, Katrien and Vantieghem, Wendelien}},
issn = {{0022-4871}},
journal = {{JOURNAL OF TEACHER EDUCATION}},
keywords = {{Education,preservice teacher education,diversity,teacher beliefs,SELF-DETERMINATION THEORY,PHYSICAL-EDUCATION,EFFICACY BELIEFS,STUDENTS,MOTIVATION,ATTITUDES,ANTECEDENTS,INTERNALIZATION,IMPLEMENTATION,DETERMINANTS,Steunpunt Diversiteit & Leren,inclusion}},
language = {{eng}},
number = {{3}},
pages = {{381--395}},
title = {{Toward more inclusive education : an empirical test of the universal design for learning conceptual model among preservice teachers}},
url = {{http://doi.org/10.1177/0022487120965525}},
volume = {{72}},
year = {{2021}},
}
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