PRE-SERVICE TEACHERS' AMBIGUITY TOLERANCE
DOI:
https://doi.org/10.17770/sie2019vol2.3676Keywords:
ambiguity tolerance, competence, diversity, pre-service teachers, specific educational needsAbstract
Teachers encounter many ambiguous situations in their every-day practice. They have to deal with pupils with various disabilities, personality and background diversity. The aim of this study is to examine pre-service teachers' ambiguity tolerance and perceived knowledge and skills for work with various types of diversity in the classroom. Pre-service teachers (N = 176) self-assessed their knowledge and teaching skills for 20 different types of children with special educational and social needs. The Multiple Stimulus Types Ambiguity Tolerance Scale-II was used to assess their ambiguity tolerance. Pre-service teachers' ambiguity tolerance appeared to be moderate. There was no significant difference across years of study and only weak or slight relationship between ambiguity tolerance and self-reported inclusive competences.Downloads
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