INSTRUMENTAL

CLLE – PRÁTICA COM TEXTO

HEMMINGS, B. and WOODCOCK, S. Preservice teachers’ views of inclusive education: a

content analysis. In: Australasian Journal of Special Education, 35 (2), 2011. Available on
May 11, 2014, at:
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1681&context=edupapers

[1] As classrooms become more inclusive, major adjustments have been necessary to

prepare teachers for more diverse student populations. Research findings suggest that

universities (or other teacher training institutions) and their students will become pivotal in

ensuring the success of inclusion (Sharma, Forlin, Loreman, & Earle, 2006; Van Laarhoven,

Munk, Lynch, Bosma, & Rouse, 2007). Consequently, many universities have undergone a

major pedagogical shift in recent years. One such shift is that universities are including

more inclusive education content courses in the curricula of their teacher education

programs (Forlin, Loreman, Sharma, & Earle, 2007). However, there is a growing concern

internationally about whether the preparation pre-service teachers receive for inclusion is

adequate (Lancaster & Bain, 2007). (…)

[2] For many pre-service teachers their only exposure to the area of inclusive education is

an introductory inclusive education course included in their teacher education programs

(Carroll, Forlin, & Jobling, 2003). Research has shown that these introductory inclusive

education courses can have a positive influence on the attitudes and confidence of pre-

service teachers (Campbell, Gilmore, & Cuskelly, 2003; Loreman & Earle, 2007; Sharma et

al., 2006; Stella, Forlin & Lan, 2007). For example, Carroll et al. (2003) and Lancaster and

Bain (2007) found that participation in short compulsory courses dealing with inclusive

education impacted favourably on pre-service teachers’ discomfort levels, sympathy,

uncertainty, fear, coping, and confidence. However, research has also shown the limitation

of these positive effects. For example, Nagata (2005) claims that a single university course
on inclusion or special education cannot adequately prepare teachers to successfully

implement the various aspects of inclusion and its associated practices. Similarly, Tait and

Purdie (2000) concluded that a one-year postgraduate teacher training course had very

little impact on participants’ feelings about disabilities specifically and inclusion more

generally. Their findings support the work of Hasting and colleagues (1996) who reported

that an information-based course did little to change the perceptions of pre-service teachers

over a nine-week period. Some researchers, including Hastings et al. (1996), Kurz and Paul

(2005), Nagata (2005), and Tait and Purdie (2000), have claimed that there is a need to

develop a well-planned program of courses and experiences where pre-service teachers

have opportunities for collaborative endeavours that reflect what occurs in authentic school

situations e.g., forging links with stakeholders such as support teachers and teacher aides.

(…) The review of the pertinent literature suggests the need to investigate in greater depth

the way in which pre-service teachers respond to the ever-evolving inclusive education

milieu. (…)

The present study

[3] The general goal of the study is to identify how effectively, from the pre-service teachers’

perspectives, a university equips them to work in inclusive schools. The specific objectives

are: The specific objectives are: (1) identify how pre-service teachers’ education could be

enhanced to prepare them to teach an inclusive class; (2) identify what factors facilitate the

success of inclusion and on what factors hinder it according to pre-service teachers; and,

(3) to identify pre-service teachers’ degrees of concerns and preparedness in teaching

children with diverse special needs.

[4] Pre-service teachers enrolled in the third year of a four-year primary teacher education

program at a large Australian regional university participated in the study. There were 138

students enrolled in the program. Since participation in the study was voluntary, 97 of those
students participated in the first phase of the study and 101 of them in the second one by

the end of the course four and a half months later. The study was approved by the Human

Research Ethics Committee of the participating University.

[5] (…) The survey was divided into different parts and used different question formats like

Likert scales and open-ended questions. Only the answers to the open-ended questions

were analysed in this paper. Open-ended questions allow for individual responses and are

seen as a valid way of studying opinions and attitudes (see e.g., de Vaus 2002; Fraenkel &

Wallen, 2006). The questions posed to the participants were in the open-ended

questionnaire:

1. How could educational preparation or training be enhanced to more fully prepare pre-

service teachers for an inclusive classroom?

2. What type of support would be helpful to you as a teacher in an inclusive classroom?

3. In your opinion, what factors facilitate the success of inclusion?

4. In your opinion, what factors hinder the success of inclusion?

5. What concerns do you have in regards to teaching in an inclusive classroom?

6. Do you think you have had sufficient preparation to teach children with special needs in

your classroom?

[6] The responses to the six open-ended questions at stages 1 and 2 were subjected to a

content analysis. This form of analysis enables a researcher to “sift through large volumes

of data with relative ease in a systematic fashion” (Stemler, 2001, p.1). The categories

emerged as analysis was conducted (Fraenkel and Wallen, 2006). Guided by a technique

reported by Hemmings (2008), a second person independently coded a random sample of

about 15% of the responses to each question and across the data collected during the two

stages. The level of agreement, or inter-rater reliability (or reproducibility), between the two

raters was .88. An additional procedure was adopted to test the first rater’s intra-rater
 reliability (or stability). Drawing on the same randomly selected dataset, the level of

agreement was calculated to be .94. Inter-rater reliability and intra-rater reliability

procedures were used to ensure internal reliability and validity of the research.

RESPONDA AS QUESTÕES DE ACORDO COM O TEXTO.

1.Considere o Parágrafo [1]. Segundo o texto, muitas universidades sofreram uma

importante mudança pedagógica nos últimos anos. Uma dessas mudanças é
mencionada. Que mudança é mencionada? (10 pontos)

2. Considere o Parágrafo [3]. O objetivo geral do estudo relatado no artigo é identificar,

do ponto de vista dos professores em formação, o quanto eficazmente a universidade
os prepara para trabalhar em escolas inclusivas. O estudo tem três objetivos
específicos. Quais são eles? (cada item: 05 pontos; total: 15 pontos)

3. Considere o Parágrafo [4]. Qual é a relação entre os números 138, 97 e 101? (cada
item: 05 pontos; total: 15 pontos)

4. Considere o Parágrafo [5]. O questionário usado na coleta de dados continha seis

perguntas. Mencione TRÊS delas. Indique o número das perguntas mencionadas. (cada
item: 10 pontos; total: 30 pontos)

5. Leia as declarações abaixo e julgue-as como Verdadeiras ou Falsas, de acordo

com o texto. (cada item: 05 pontos; total: 30 pontos)
 Declarações Verdadeira Falsa
a. Considere o Parágrafo [2]. Os autores do texto sob análise
recorrem a Carroll, Forlin & Jobling (2003), para afirmar que
muitos professores têm contato com a área de educação inclusiva
em apenas uma disciplina introdutória ao longo de sua formação
inicial.
b. Considere o Parágrafo [2]. Em referência a Carroll et al. (2003) e
Lancaster e Bain (2007), os autores do texto sob análise relatam
que a participação em disciplinas obrigatórias e de curta duração
sobre educação inclusiva teve impacto favorável nas atitudes dos
professores em formação inicial.
c. Considere o Parágrafo [4]. A pesquisa foi realizada apesar da
desaprovação do Comitê de Ética em Pesquisa com Seres
Humanos da Universidade onde a pesquisa ocorreu.
d. Considere o Parágrafo [5]. Os autores do artigo sob análise
utilizaram perguntas abertas em sua pesquisa e recorreram a de
Vaus (2002) e Fraenkel & Wallen (2006) para subsidiar a escolha
de instrumentos de coleta de dados.
e. Considere o Parágrafo [6]. Apenas as respostas coletadas na
primeira fase da pesquisa foram analisadas a partir da análise de
conteúdo.
f. Considere o Parágrafo [6]: Os procedimentos de inter-avaliação e
de intra-avaliação foram empregados para assegurar a
confiabilidade e a validade internas da pesquisa.