English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties
The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not p...
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| Format: | Article |
| Language: | English |
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Sciendo
2017-01-01
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| Series: | Journal of Language and Cultural Education |
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| Online Access: | https://doi.org/10.1515/jolace-2017-0002 |
| _version_ | 1818178941015293952 |
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| author | Cimermanová Ivana |
| author_facet | Cimermanová Ivana |
| author_sort | Cimermanová Ivana |
| collection | DOAJ |
| description | The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data. |
| first_indexed | 2024-12-11T20:55:58Z |
| format | Article |
| id | doaj.art-5b77c87fb2dd46248a4a4899b9251c69 |
| institution | Directory Open Access Journal |
| issn | 1339-4584 |
| language | English |
| last_indexed | 2024-12-11T20:55:58Z |
| publishDate | 2017-01-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Journal of Language and Cultural Education |
| spelling | doaj.art-5b77c87fb2dd46248a4a4899b9251c692022-12-22T00:51:07ZengSciendoJournal of Language and Cultural Education1339-45842017-01-0151203810.1515/jolace-2017-0002jolace-2017-0002English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficultiesCimermanová Ivana0PhD. Institute of British and American Studies, Faculty of Arts University of Presov 17. novembra 1, 08001 Presov, SlovakiaThe study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.https://doi.org/10.1515/jolace-2017-0002senpre-service teacherin-service teacherintegrationmainstream classspecial education needs |
| spellingShingle | Cimermanová Ivana English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties Journal of Language and Cultural Education sen pre-service teacher in-service teacher integration mainstream class special education needs |
| title | English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties |
| title_full | English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties |
| title_fullStr | English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties |
| title_full_unstemmed | English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties |
| title_short | English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties |
| title_sort | english language pre service and in service teachers self efficacy and attitudes towards integration of students with learning difficulties |
| topic | sen pre-service teacher in-service teacher integration mainstream class special education needs |
| url | https://doi.org/10.1515/jolace-2017-0002 |
| work_keys_str_mv | AT cimermanovaivana englishlanguagepreserviceandinserviceteachersselfefficacyandattitudestowardsintegrationofstudentswithlearningdifficulties |