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    Rights statement: This is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 68, 2017 DOI: 10.1016/j.tate.2017.08.005

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Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. / Kormos, Judit; Nijakowska, Joanna.
In: Teaching and Teacher Education, Vol. 68, 11.2017, p. 30-41.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J & Nijakowska, J 2017, 'Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course', Teaching and Teacher Education, vol. 68, pp. 30-41. https://doi.org/10.1016/j.tate.2017.08.005

APA

Kormos, J., & Nijakowska, J. (2017). Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68, 30-41. https://doi.org/10.1016/j.tate.2017.08.005

Vancouver

Kormos J, Nijakowska J. Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education. 2017 Nov;68:30-41. Epub 2017 Aug 24. doi: 10.1016/j.tate.2017.08.005

Author

Kormos, Judit ; Nijakowska, Joanna. / Inclusive practices in teaching students with dyslexia : Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. In: Teaching and Teacher Education. 2017 ; Vol. 68. pp. 30-41.

Bibtex

@article{70b60f983bf243c8839580ab49773847,
title = "Inclusive practices in teaching students with dyslexia: Second language teachers{\textquoteright} concerns, attitudes and self-efficacy beliefs on a massive open online learning course",
abstract = "Abstract In this study we investigated whether language teachers' self-confidence, self-efficacy and attitudes to using inclusive educational practices with dyslexic students differ before and after participation in a massive open online course (MOOC). An online questionnaire survey, before (n = 1187) and after the course (n = 752), showed that the participants{\textquoteright} post-course attitudes were more positive, their self-efficacy beliefs higher and their concerns lower than at the beginning of the course. Participants who completed more tasks on the course demonstrated increased post-course self-efficacy beliefs and those who posted more comments reported lower levels of worry about the implementation of inclusive language teaching practices.",
author = "Judit Kormos and Joanna Nijakowska",
note = "This is the author{\textquoteright}s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 68, 2017 DOI: 10.1016/j.tate.2017.08.005",
year = "2017",
month = nov,
doi = "10.1016/j.tate.2017.08.005",
language = "English",
volume = "68",
pages = "30--41",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Limited",

}

RIS

TY - JOUR

T1 - Inclusive practices in teaching students with dyslexia

T2 - Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course

AU - Kormos, Judit

AU - Nijakowska, Joanna

N1 - This is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 68, 2017 DOI: 10.1016/j.tate.2017.08.005

PY - 2017/11

Y1 - 2017/11

N2 - Abstract In this study we investigated whether language teachers' self-confidence, self-efficacy and attitudes to using inclusive educational practices with dyslexic students differ before and after participation in a massive open online course (MOOC). An online questionnaire survey, before (n = 1187) and after the course (n = 752), showed that the participants’ post-course attitudes were more positive, their self-efficacy beliefs higher and their concerns lower than at the beginning of the course. Participants who completed more tasks on the course demonstrated increased post-course self-efficacy beliefs and those who posted more comments reported lower levels of worry about the implementation of inclusive language teaching practices.

AB - Abstract In this study we investigated whether language teachers' self-confidence, self-efficacy and attitudes to using inclusive educational practices with dyslexic students differ before and after participation in a massive open online course (MOOC). An online questionnaire survey, before (n = 1187) and after the course (n = 752), showed that the participants’ post-course attitudes were more positive, their self-efficacy beliefs higher and their concerns lower than at the beginning of the course. Participants who completed more tasks on the course demonstrated increased post-course self-efficacy beliefs and those who posted more comments reported lower levels of worry about the implementation of inclusive language teaching practices.

U2 - 10.1016/j.tate.2017.08.005

DO - 10.1016/j.tate.2017.08.005

M3 - Journal article

VL - 68

SP - 30

EP - 41

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -