Hong Kong Pre-service Kindergarten Teachers' Beliefs and Practices Regarding Early Childhood Special Education

For few decades, research studies have shown that positive beliefs regarding Early Childhood Special Education (ECSE) offer positive influences to teachers’ practices. While little is known about pre-service teachers’... [ view full abstract ]

For few decades, research studies have shown that positive beliefs regarding Early Childhood Special Education (ECSE) offer positive influences to teachers’ practices. While little is known about pre-service teachers’ belief-practice gap, this study therefore developed a two-folded survey design, 1) 61 pre-service kindergarten teachers questionnaires were collected, and 2) Four of the participants were interviewed. The results of Pearson’s product moment correlation analyses showed that there were significant postive correlations between beliefs and practices; and between confidence and practices. Result of the independent sample t-test showed that Year Four students’ beliefs toward ECSE were significantly less positive than Year Three students. Furthermore, ANOVA test showed that there were significant differences in beliefs between Year Fours students who are non major in Special Education (SE), Year Four students who are major in SE and other Year Three students. Findings implied that Year Four students have learnt in-depth knowledge of SE, however, they have more doubt in learnt theories or concepts especially when they implement them. Solely positive beliefs were not motivating Year Four students in the real settings. When referring to the interview data, the researchers believed to the certain extent that both Year Three and Year Four student teachers are facing some physical and psychological stress when teaching or in contact with children with special educational needs (SEN), which affect negatively their willingness to teach children with SEN or to become a SE teacher. More psychological preparation should be in placed to enhance the stress/expectation management of pre-service SE teachers. Previous experiences through voluntary work with children with SEN might also be helpful to reduce the belief-practice gap.

Keywords: Teachers' beliefs; Teachers' practices; children with special educational needs; professional development of pre-service teachers