Teacher educators’ intentions, concerns and the perceived efficacy to teach students with diverse needs in the context of United Arab Emirates
Bibliographic record
Abstract
This paper aims to examine the in-service and pre-service teachers’ preparedness in the United Arab Emirates by assessing their intentions, concerns and perceived teaching efficacy towards inclusive education (IE). Three standardised scales were employed to determine the impact of participants’ demographic characteristics on their intentions, concerns and efficacy beliefs towards IE. Data were collected from the participants enrolled in the last semester of Postgraduate Diploma-certification (PGC) at a private university in Abu Dhabi. Regression analysis results have shown that participants had moderately high levels of self-efficacy, and somewhat likely positive intention but comparatively higher levels of concern towards implementing IE. The nature of content on special education at in-service training was negatively correlated with teachers, intentions towards IE. In addition, pre-service teachers were more concerned about catering to the needs of children with diverse needs compared to in-service teachers. Based on the outcomes of the study recommendations are suggested for further initiatives to be taken by the UAE government to create the facilities of effective teacher-preparation and widespread training opportunities for teachers to address the needs of students with disabilities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".