Inclusive education in Sweden: A survey of teachers’ attitudes, self-efficacy and collaboration towards better meeting pupils’ learning

Resumo

Background and aim: Teachers’ positive attitudes towards inclusive education are taken to be critical to providing education that better meets pupils’ learning. Studies have therefore tried to clarify interaction between teachers’ attitudes and inclusive education. The present study reports data on teachers’ attitudes, self-efficacy and collaboration towards inclusive education in Sweden. Nation-wide data were collected from teachers before they joined a national professional development programme aimed at strengthening schools' competence in adapting teaching to the conditions and needs of pupils. Methods: Participants were 2,348 (51,6%) out of 4,553 targeted teachers that answered an online survey. The survey included three instruments: the Ohio State Teacher Efficacy Scale (OSTES), the Sentiments, Attitudes and Concerns about Inclusive Education – Revised (SACIE-R), and bespoke questions about teachers’ attitudes towards collegial learning (TACL). Mean values and correlations were assessed. Responses to an open question about teachers’ expectations ahead of starting their training programme were analyzed in NVivo, using word frequency analysis. Results: Three-quarters of respondents show overall positive responses towards adapting their teaching to the conditions and needs of pupils. However, almost two-thirds of teachers do also report significant concerns about their ability to do inclusive education well. Scores remained largely unaffected by public or private school ow

Tipo

Artigo

Área

Educação

Ano

2024

Idioma

Inglês

Licença

CC BY

DOI

10.7146/ejie.v3i1.145185

Como citar (ABNT)

SÖDERLUND, Göran et al.. Inclusive education in Sweden. European Journal of Inclusive Education, v. 3, n. 1, p. 142-166, 2024. DOI: 10.7146/ejie.v3i1.145185.