André Kunz
Reto Luder
Wassilis Kassis
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- 1Centre for Inclusion and Health in Schools, Zurich University for Teacher Education, Zurich, Switzerland
- 2School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
A corrigendum on
Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities
by Kunz, A., Luder, R., and Kassis, W. (2021). Front. Educ. 6:650236. doi: 10.3389/feduc.2021.650236
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
Table 1. 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.
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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.
Edited and reviewed by: Geoff Anthony Lindsay, University of Warwick, United Kingdom
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, YW5kcmUua3VuekBwaHpoLmNo