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Construct Validation of the Korean Version of Sentiments, Attitudes, and Concerns About Inclusive Education Revised (SACIE-R) Scale for Korean Pre-Service Teachers

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주제분류교육학

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Purpose: The purpose of this study was to examine the psychometric properties of the Korean version of Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Korean pre-service teachers. Also, this study aimed to identify the influence of having inclusive education experiences on pre-teachers’ perceptions of inclusive education. Method: The total number of 427 pre-service teachers who took the ‘Introduction to Special Education’ course participated in the survey. Latent modeling was conducted to address the research questions. Results: First, the model fit of the three-factor structure of the SACIE-R was satisfactory; reliability indices (i.e., Cronbach alpha, coefficient omega) were greater than the acceptable level of .70. Second, participants’ inclusion experiences during school age were significantly impacted on their perspectives of inclusive education, indicating that participants who had experienced inclusive education during K-12 had higher scores on SACIE-R than those who had not experienced inclusive education. In addition, it turned out that the measurement structure of the SACIE-R behaved differently between groups of participants who had and had not experienced inclusive education. Conclusion: Based on research findings, the importance of having reliable and valid measurement tools to identify teachers’ perceptions and attitudes toward inclusion was discussed. In addition, the directions of future research and practice were discussed.

Abstract

Purpose: The purpose of this study was to examine the psychometric properties of the Korean version of Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Korean pre-service teachers. Also, this study aimed to identify the influence of having inclusive education experiences on pre-teachers’ perceptions of inclusive education. Method: The total number of 427 pre-service teachers who took the ‘Introduction to Special Education’ course participated in the survey. Latent modeling was conducted to address the research questions. Results: First, the model fit of the three-factor structure of the SACIE-R was satisfactory; reliability indices (i.e., Cronbach alpha, coefficient omega) were greater than the acceptable level of .70. Second, participants’ inclusion experiences during school age were significantly impacted on their perspectives of inclusive education, indicating that participants who had experienced inclusive education during K-12 had higher scores on SACIE-R than those who had not experienced inclusive education. In addition, it turned out that the measurement structure of the SACIE-R behaved differently between groups of participants who had and had not experienced inclusive education. Conclusion: Based on research findings, the importance of having reliable and valid measurement tools to identify teachers’ perceptions and attitudes toward inclusion was discussed. In addition, the directions of future research and practice were discussed.

참고문헌 (48)

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