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首页> 外文期刊>Annals of Dyslexia >Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities
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Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities

机译：我们正在加剧学生的学习障碍吗？职前教师对学习障碍学生教育成果的归因调查

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摘要

While claims of the importance of attribution theory and teachers’ expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude the paper.
机译：尽管人们反复提到归因理论的重要性和教师对学生对学生表现的期望，但很少有综合研究确定职前教师对学习障碍学生的看法。因此，使用小插曲和李克特量表问题对444名澳大利亚职前小学教师进行了调查，以确定他们对有或没有LD的学生的回答。研究发现，学前小学通识教育教师对学习障碍学生的归因方式为负面。与班上其他人相比，职前小学教师认为有学习能力的学生缺乏能力。本文对研究和培训计划提出了建议。

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