Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/35019
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dc.contributor.authorFyssa, Aristeaen_UK
dc.contributor.authorTsakiri, Mariaen_UK
dc.contributor.authorMouroutsou, Stellaen_UK
dc.date.accessioned2023-05-02T00:06:14Z-
dc.date.available2023-05-02T00:06:14Z-
dc.date.issued2023en_UK
dc.identifier.urihttp://hdl.handle.net/1893/35019-
dc.description.abstractEarly childhood inclusion for disabled children is a priority area as jointly stated by United Nations’ and European Commission’s policies. Educators have a crucial role in supporting all children’s learning by working cooperatively with parents. However, their internalized ableist/disablist beliefs and misconceptions can inhibit the process of inclusion and effective parental partnership. Initial Teacher Education (ITE) is the pivotal factor in preparing early childhood educators (ECEs) for inclusive learning environments. Therefore, this survey investigated 332 Greek pre- service ECEs’ preparation and their beliefs of self-efficacy of inclusion and parental empowerment. Results show that pre- service ECEs’ knowledge has an impact on their beliefs about inclusion. Additionally, our results highlight the need to approach ITE through inclusive and critical disability studies pedagogies. Such an orientation could provide prospective ECEs with the mental models and confidence that augment their willingness for supporting inclusion, and collaborating with parents, leading to a transformative praxis.en_UK
dc.language.isoenen_UK
dc.publisherInforma UK Limiteden_UK
dc.relationFyssa A, Tsakiri M & Mouroutsou S (2023) Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators. <i>European Early Childhood Education Research Journal</i>, 31 (1), pp. 34-50. https://doi.org/10.1080/1350293x.2022.2153258en_UK
dc.rightsThis item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript version of the following article, accepted for publication in European Early Childhood Education Research Journal. Fyssa A, Tsakiri M & Mouroutsou S (2023) Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators. European Early Childhood Education Research Journal, 31 (1), pp. 34-50. https://doi.org/10.1080/1350293x.2022.2153258. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en_UK
dc.subjectInitial teacher educationen_UK
dc.subjectearly childhood education and careen_UK
dc.subjectbeliefsen_UK
dc.subjectinclusionen_UK
dc.subjectparent partnershipen_UK
dc.subjectparent empowermenten_UK
dc.titlePursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educatorsen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2024-06-07en_UK
dc.rights.embargoreason[Nov submission RECR-2022-0100.R1_Proof.pdf] Publisher requires embargo of 18 months after publication.en_UK
dc.identifier.doi10.1080/1350293x.2022.2153258en_UK
dc.citation.jtitleEuropean Early Childhood Education Research Journalen_UK
dc.citation.issn1752-1807en_UK
dc.citation.issn1350-293Xen_UK
dc.citation.volume31en_UK
dc.citation.issue1en_UK
dc.citation.spage34en_UK
dc.citation.epage50en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailstella.mouroutsou@stir.ac.uken_UK
dc.citation.date06/12/2022en_UK
dc.contributor.affiliationUniversity of Patrasen_UK
dc.contributor.affiliationEuropean University Cyprusen_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000894239200001en_UK
dc.identifier.scopusid2-s2.0-85144044408en_UK
dc.identifier.wtid1869963en_UK
dc.contributor.orcid0000-0002-6134-5956en_UK
dc.contributor.orcid0000-0002-7690-5119en_UK
dc.contributor.orcid0000-0002-1134-4824en_UK
dc.date.accepted2022-11-27en_UK
dcterms.dateAccepted2022-11-27en_UK
dc.date.filedepositdate2023-04-14en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorFyssa, Aristea|0000-0002-6134-5956en_UK
local.rioxx.authorTsakiri, Maria|0000-0002-7690-5119en_UK
local.rioxx.authorMouroutsou, Stella|0000-0002-1134-4824en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2024-06-07en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2024-06-06en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by-nc/4.0/|2024-06-07|en_UK
local.rioxx.filenameNov submission RECR-2022-0100.R1_Proof.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1752-1807en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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