Faculty of Education, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia.
Ann Dyslexia. 2011 Dec;61(2):223-41. doi: 10.1007/s11881-011-0058-9. Epub 2011 Sep 2.
While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude the paper.
虽然一再声称归因理论和教师对学生的期望对学生表现很重要，但很少有全面的研究来确定职前教师对学习障碍（LD）学生的看法。因此，使用情景和李克特量表问题对 444 名澳大利亚职前小学教师进行了调查，以确定他们对有和没有 LD 的学生的反应。研究发现，职前小学普通教育教师对 LD 学生持有消极的归因方式。职前小学教师认为 LD 学生的能力不如班上其他学生。本文最后提出了研究和培训计划的建议。
