Abstract
This study surveyed pre-service teachers in Hong Kong to investigate their self-efficacy belief in teaching students with attention deficit/ hyperactivity disorder (ADHD) symptoms in an inclusive classroom. One of the four vignettes was randomly presented to the participating pre-service teachers, with gender and ADHD diagnostic label of the vignette characters as the manipulation. After reading the vignette, participants gave responses to questions relating to their self-efficacy belief in teaching the students from the vignette and questions relating to their knowledge of ADHD. Data were collected from 228 pre-service teachers in Hong Kong through online survey. Results illustrated that pre-service teachers' self-efficacy belief in teaching the vignette characters in inclusive classroom was not correlated to the gender and the ADHD diagnostic label of the vignette characters. The ADHD knowledge of pre-service teachers did not predict the self-efficacy belief of pre-service teachers in teaching the vignette character.
Original language | English |
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Qualification | Bachelor of Education (Honours) |
Supervisors/Advisors |
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Publication status | Published - 2017 |
Keywords
- Pre-service teachers
- Self-efficacy belief
- Gender bias/ stereotype
- Diagnostic label
- Knowledge
- Attention Deficit/ Hyperactivity Disorder (ADHD)
- Honours Project (HP)
- Bachelor of Education (Honours) (English Language) - Secondary (Five-year Full-time)
- Programme code: A5B059
- Course code: SED4042