Teacher self-efficacy and inclusive education practices: Rethinking teachers' engagement with inclusive practices
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Sharma, Umesh
Subban, Pearl
Hitches, Elizabeth
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This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only have limited impact on teachers’ actual inclusive education practices. More support in how teachers can apply the concept of inclusive education to practice may be needed so that their beliefs in their capabilities to teach inclusively are fostered and bolstered.
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Teaching and Teacher Education
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117
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© 2022 The Authors. Published by Elsevier Ltd. his is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0) License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
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Education
Social Sciences
Education & Educational Research
Inclusive education
Teacher self -efficacy
Inclusive practice
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Woodcock, S; Sharma, U; Subban, P; Hitches, E, Teacher self-efficacy and inclusive education practices: Rethinking teachers' engagement with inclusive practices, Teaching and Teacher Education, 2022, 117, pp. 103802