Improving Teaching Self-Efficacy for Teachers in Inclusive Classrooms in Hong Kong

Autor/inn/en	Chao, Chih Nuo Grace; Forlin, Chris; Ho, Fuk Chuen
Titel	Improving Teaching Self-Efficacy for Teachers in Inclusive Classrooms in Hong Kong
Quelle	In: International Journal of Inclusive Education, 20 (2016) 11, S.1142-1154 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1155663
Schlagwörter	Foreign Countries; Self Efficacy; Teacher Effectiveness; Inclusion; Mixed Methods Research; Faculty Development; Pretests Posttests; Focus Groups; Predictor Variables; Disabilities; Educational Legislation; Educational Policy; Knowledge Level; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Questionnaires; Program Effectiveness; Coding; Multiple Regression Analysis; Interviews; Multivariate Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Inklusion; Prädiktor; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Wissensbasis; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Codierung; Programmierung; Interviewing; Interviewtechnik; Multivariate Analyse; Hongkong
Abstract	This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarification of the perceptions and efficacy issues of teachers. The best predictors to participants' teaching self-efficacy were confidence in teaching students with special education needs (SEN) and knowledge of legislation and policies for inclusive practice. From the focus-groups, results demonstrated a more positive attitude change towards students with SEN with a number of essential factors emerging as highly beneficial for inclusive teaching in Hong Kong (i.e. caring and love, school environment and curriculum adaption). The discussion considers the role of short training programmes as an appropriate means to improving self-efficacy for teaching within inclusive classrooms in Hong Kong. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01