In the published article, there was an error in Table 1 as published. In Table 1, the values (N, M, SD) at measurement time t0 for the three subscales of EFI-L had been incorrectly copied in. The corrected Table 1 and its caption appear below.
Table 1
| Scales t0/t1 | Rating scale | N t0 | M t0 | SD t0 | N t1 | M t1 | SD t1 |
|---|---|---|---|---|---|---|---|
| Efficacy for student engagement | 1–9 | 441 | 6.31 | 0.86 | 442 | 6.46 | 0.84 |
| Efficacy for classroom management | 1–9 | 443 | 6.52 | 0.94 | 443 | 6.62 | 0.88 |
| SACIE-R sentiments | 1–4 | 441 | 1.94 | 0.52 | 441 | 1.93 | 0.51 |
| SACIE-R attitudes | 1–4 | 443 | 2.95 | 0.52 | 441 | 3.05 | 0.53 |
| SACIE-R concerns | 1–4 | 442 | 2.64 | 0.58 | 442 | 2.75 | 0.62 |
| TEIP efficacy in using inclusive instructions | 1–6 | 433 | 4.55 | 0.52 | 425 | 4.64 | 0.55 |
| TEIP efficacy in collaboration | 1–6 | 411 | 4.51 | 0.74 | 406 | 4.55 | 0.71 |
| TEIP efficacy in managing behavior | 1–6 | 434 | 4.52 | 0.56 | 427 | 4.53 | 0.57 |
| EFI-L performance-related support in inclusive settings | 1–6 | 416 | 3.76 | 0.76 | 412 | 3.93 | 0.75 |
| EFI-L personal willingness and ability for inclusive teaching | 1–6 | 417 | 3.89 | 0.96 | 411 | 3.83 | 0.99 |
| EFI-L social inclusion in the classroom | 1–6 | 420 | 4.47 | 0.76 | 410 | 4.56 | 0.80 |
Mean values of the relevant scales at the time of measurement t0 and t1 (N = 443).
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Statements
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
attitudes, contact, inclusion, teaching, teacher education
Citation
Kunz A, Luder R and Kassis W (2023) Corrigendum: Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities. Front. Educ. 8:1331867. doi: 10.3389/feduc.2023.1331867
Received
01 November 2023
Accepted
14 November 2023
Published
29 November 2023
Volume
8 - 2023
Edited and reviewed by
Geoff Anthony Lindsay, University of Warwick, United Kingdom
Updates
Copyright
© 2023 Kunz, Luder and Kassis.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: André Kunz andre.kunz@phzh.ch
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.