Exploring teacher self-efficacy for inclusive practices in three diverse countries
Exploring teacher self-efficacy for inclusive practices in three diverse countries
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DOI：
10.1016/j.tate.2013.02.004
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发表时间：
2013-07-01
影响因子：
3.9
通讯作者：
Tlale, Dan
中科院分区：
文献类型：
--
作者：
Malinen, Olli-Pekka;Savolainen, Hannu;Tlale, Dan
本研究以来自中国、芬兰和南非的1911名在职教师为样本，探讨教师在全纳课堂中的教学效能感。班杜拉的自我效能理论被用作出发点，为每个国家开发不同的模型。我们发现，在所有国家，教学残疾学生的经验是自我效能感的最强预测因子，而其他变量的预测能力因国家而异。我们的研究结果说明了如何改善教师教育，以更好地应对全球包容性教育运动所提出的挑战。(C)2013爱思唯尔有限公司保留所有权利。
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. (C) 2013 Elsevier Ltd. All rights reserved.