Measuring teacher efficacy to implement inclusive practices
Measuring teacher efficacy to implement inclusive practices
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DOI：
10.1111/j.1471-3802.2011.01200.x
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发表时间：
2012-01-01
影响因子：
1.5
通讯作者：
Forlin, Chris
中科院分区：
文献类型：
--
作者：
Sharma, Umesh;Loreman, Tim;Forlin, Chris
本研究的目的是开发一种测量教师在包容性课堂教学中的教师效能感的工具。从四个国家(加拿大、澳大利亚、香港和印度)挑选的607名职前教师为样本，编制了18个项目的量表。对样本回答的因素分析显示了三个因素：使用包容性教学的有效性、协作的有效性和处理破坏性行为的有效性。总量表的α系数为0.89。这三个因素的α系数在0.85到0.93之间。对总量表和每个国家因素的可靠性分析表明，该量表为不同国家的职前教师自我效能感的纳入提供了一个可靠的衡量标准。
The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behaviours. The alpha coefficient for the total scale was 0.89. Alpha coefficients for the three factors ranged from 0.85 to 0.93. Reliability analysis for the total scale as well as factors for each country suggested that the scale provides a reliable measure of pre-service teacher perceptions of self-efficacy for inclusion across different countries.