Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools

Tan, Run; Schwab, Tanja; Perren, Sonja

Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools

Dateien

Tan_2-1noo1xuzid8wi3.pdfGröße: 1.47 MBDownloads: 133

Datum

2022

Autor:innen

Tan, Run

Schwab, Tanja

Perren, Sonja

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

International Journal of Early Years Education. Taylor & Francis. 2022, 30(2), pp. 463-477. ISSN 0966-9760. eISSN 1469-8463. Available under: doi: 10.1080/09669760.2021.1983775

Zusammenfassung

As previous research indicated that children with special educational needs are at risk of social exclusion, this study investigated the link between teachers’ beliefs about children’s social peer interactions and their teaching practices. Using a qualitative case study examining seven teachers from four inclusive classes at one preschool in Shanghai, data from interviews and participatory observations were triangulated. Three degrees of (in)consistencies when combining interviews (teachers’ beliefs) and observations (teachers’ practices) were identified: high consistency, some (in)consistency and high inconsistency. Four critical contextual factors explain these inconsistencies: challenging classroom compositions, whole-group teaching, lack of parents’ support and an academic-performance orientation. Indications for future inclusive teacher training were developed.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Inclusive education; preschool teachers’ beliefs; peer social interactions; China; contextual factors

Zitieren

ISO 690

TAN, Run, Tanja SCHWAB, Sonja PERREN, 2022. Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools. In: International Journal of Early Years Education. Taylor & Francis. 2022, 30(2), pp. 463-477. ISSN 0966-9760. eISSN 1469-8463. Available under: doi: 10.1080/09669760.2021.1983775

BibTex

@article{Tan2022-04-03Teach-55128,
  year={2022},
  doi={10.1080/09669760.2021.1983775},
  title={Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools},
  number={2},
  volume={30},
  issn={0966-9760},
  journal={International Journal of Early Years Education},
  pages={463--477},
  author={Tan, Run and Schwab, Tanja and Perren, Sonja}
}

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