Letzel Verena, Pozas Marcela, Schneider Christoph
Section for Teacher Education and Research, University of Trier, Trier, Germany.
Professional School of Education, Humboldt-Universität zu Berlin, Berlin, Germany.
Br J Educ Psychol. 2023 Mar;93(1):1-16. doi: 10.1111/bjep.12535. Epub 2022 Jul 25.
Research has highlighted that personal characteristics such as teachers' attitudes play an important role in the implementation of inclusive education. However, there are only a few studies that have shed empirical evidence on the relationship of attitudes and inclusive teaching approaches, such as differentiated instruction. In this vein, the present study tackles this research gap and aims to explore teachers' attitudes specifically towards the inclusive practice of DI in Germany.
The present study aimed to investigate teacher profiles based on their attitudes towards differentiated instruction, as well as further to explore whether teachers differentiated instructional implementation varies between the teacher profiles.
The sample consists of 450 teachers (M = 42.89, SD = 10.48, 65% female), from different school tracks in Germany.
A two-step cluster analysis was performed in order to identify teacher attitude profiles concerning their implementation of differentiated instruction. Moreover, an analysis of variance was conducted in order to identify variations in terms of the implementation of differentiated instruction across the three clusters.
Results from the cluster analyses indicate three distinct teacher attitude profiles: Cluster 1 'The valuing-teacher', Cluster 2 'The non-valuing-teacher' and Cluster 3 'The challenged-but-valuing-teacher'. Moreover, the findings reveal gender and school track differences between the three teacher attitude profiles. Lastly, an analysis of variance indicated that teachers' differentiated instruction practice varied significantly across the clusters.
The findings from the present study indicate that teachers not only perceive the value of DI but also the insufficient resources. Thus, it can be assumed that teachers identify both the 'positive' and the 'negative' aspect of DI, and more importantly, they can recognize both attitude domains towards DI in a similar or different level. Consequently, the results show that attitudes in the context of inclusion cannot be characterised as continuum with two distinct poles.
研究强调，教师态度等个人特征在全纳教育的实施中起着重要作用。然而，只有少数研究提供了关于态度与全纳教学方法（如差异化教学）之间关系的实证证据。有鉴于此，本研究试图填补这一研究空白，旨在具体探讨德国教师对差异化教学全纳实践的态度。
本研究旨在根据教师对差异化教学的态度来调查教师概况，并进一步探讨教师差异化教学的实施在不同教师概况之间是否存在差异。
样本包括来自德国不同学校类型的450名教师（M = 42.89，标准差 = 10.48，65%为女性）。
进行了两步聚类分析，以确定教师对差异化教学实施的态度概况。此外，还进行了方差分析，以确定三个聚类在差异化教学实施方面的差异。
聚类分析结果表明存在三种不同的教师态度概况：第1类“重视型教师”、第2类“不重视型教师”和第3类“有挑战但重视型教师”。此外，研究结果揭示了三种教师态度概况之间的性别和学校类型差异。最后，方差分析表明，教师的差异化教学实践在不同聚类之间存在显著差异。
本研究结果表明，教师不仅认识到差异化教学的价值，也认识到资源不足。因此，可以假设教师既认识到差异化教学的“积极”方面，也认识到其“消极”方面，更重要的是，他们能够在相似或不同程度上认识到对差异化教学的两种态度领域。因此，结果表明，全纳背景下的态度不能被描述为具有两个不同极点的连续体。
