Teaching and Teacher Education 33:34-44 Exploring teacher self–efficacy for inclusive practices in three diverse countries
Type
E-Journal
Authors
Category
ECCE, Foundation, Intermediate
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Publication Year
2013
Publisher
Elsevier, Amsterdam, Netherlands
URL
[ private ]
Pages
11 p.
Subject
Early childhood education, Primary education, Secondary education, Self-efficacy, Teachers, Mastery experiences, Inclusive education, Cross cultural, China, Finland, South Africa
Tags
Series Name
Abstract
The purpose of this study was to explain teachers' perceived efficacy for teaching in inclusive classrooms by using a sample of 1911 in-service teachers from China, Finland, and South Africa. Bandura's theory of self-efficacy was used as a starting point to develop distinct models for each country. We found that in all countries, experience in teaching students with disabilities was the strongest predictor of self-efficacy, while the predictive power of other variables differed from country to country. Our findings illustrate ways to improve teacher education to respond better to the challenges set by the global inclusive education movement.
Number of Copies
1
