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Projeto de investigação
Florescer na infância: o papel do professor nas competências socioemocionais e vocacionais
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Measuring teachers attitudes and intentions towards inclusion: Portuguese validation of Attitudes to Inclusion Scale (AIS) and Intention to Teach in Inclusive Classroom Scale (ITICS)
Publication . Laranjeira, Márcia; Teixeira, Maria Odília; Roberto, Magda Sofia; Sharma, Umesh
Successful implementation of inclusive practices depends on the extent of which school educators believe in this and are well prepared to implement include all learners. It is therefore relevant to study the variables that influence pedagogical practices of educators to teach in inclusive classrooms, namely attitudes and intentions regarding inclusion. This study was undertaken to test the psychometric validation of Attitudes Towards Inclusion Scale (AIS) and the Intention to Teach in an Inclusive Classroom Scale (ITICS) for Portugal. The sample comprised 171 teachers (86% female) in primary and secondary schools. The results confirmed the two-factor structure of the original versions of the AIS (beliefs and feelings) and ITICS (curriculum changes and consultation). Teachers with inclusion training had more positive attitudes and higher level of intentions than their colleagues without training in this area. We analysed the correlations between attitudes, intentions, and perceived efficacy relative to inclusive practices as an indicator of concurrent validity and found adequate indicators of internal consistency (ω = 0.70 to 0.94) and convergent and discriminant validity. Our analysis suggests that adding new items to ITICS can further enhance the psychometric properties of the scale. We discuss implications of our research for researchers, educators and policy makers.
Children's perceptions of teacher feedback: Portuguese validation of a scale
Publication . Laranjeira, Márcia; Teixeira, Maria Odília
This research aims to validate the Portuguese version of the Teacher Feedback Scale (TFS) in
a sample of 628 children from 3rd and 4th grade. Teacher feedback is a crucial factor in child
development, with an impact in students' motivation and learning. It provides daily cognitive
and emotional information about children’s academic performance and their abilities as
learners. The results of exploratory factor analysis (EFA) and subsequent confirmatory factor
analysis (CFA) indicated that the TFS consists of five subscales: praise, ability-effort in
reading, ability-effort in maths, general negative feedback and specific negative feedback.
The measure shows good reliability estimates and factor loadings were invariant across
gender. Evidence of predictive validity is presented through gender differences and
associations of feedback with children’ competence perceptions. The potential of the measure
in educational settings and research is discussed.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
OE
Número da atribuição
2020.06562.BD