期刊
TEACHING AND TEACHER EDUCATION
卷 117, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2022.103800
关键词
Teacher self -efficacy; Inclusive education; Inclusive education practices; Inclusive pedagogy; Primary school; Secondary school; In-service teachers; Pre-service teachers
Research shows that self-efficacy beliefs related to inclusive education have a positive impact on teaching practices and students. This study examines how teacher self-efficacy has been measured and the factors influencing the perceived self-efficacy of teachers in inclusive schools. A systematic literature search identified 71 studies on teacher self-efficacy in inclusive education practices. Analysis finds that teaching experience, teaching context, knowledge of inclusive education policies, confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning, and experiential contact with people with disability all play influential roles in teacher self-efficacy.
Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted selfefficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential. (C) 2022 Elsevier Ltd. All rights reserved.
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