Understanding teacher self-efficacy to teach in inclusive classroom

Book chapter


Sharma, Umesh and George, Sindhu. (2016). Understanding teacher self-efficacy to teach in inclusive classroom. In In Susanne Garvis and Donna Pendergast (Ed.). Asia-Pacific Perspectives on Teacher Self-Efficacy pp. 37-52 Sense Publishers. https://doi.org/10.1007/978-94-6300-521-0
AuthorsSharma, Umesh and George, Sindhu
EditorsSusanne Garvis and Donna Pendergast
Abstract

Teaching in the inclusive classroom is complex. One construct that relates closely to the teaching practices is self-efficacy of teachers. Teachers with a high sense of inclusive teaching efficacy tend to create classroom environments where students with a range of abilities and learning styles succeed. Research on inclusive teacher efficacy construct is relatively new and gaining significant attention by researchers worldwide. This chapter provides an overview of self-efficacy in general. The chapter then provides a detailed description of inclusive teacher efficacy, how the construct is measured and some prominent findings. A key focus of the chapter is to review research on inclusive teaching efficacy within the Asian context with possible implications of the research for policy makers and researchers in Asia and beyond.

Page range37-52
Year2016
Book titleAsia-Pacific Perspectives on Teacher Self-Efficacy
PublisherSense Publishers
Place of publicationNetherlands
ISBN9789463005203
Digital Object Identifier (DOI)https://doi.org/10.1007/978-94-6300-521-0
Scopus EID2-s2.0-85018925265
Publisher's version
File Access Level
Controlled
Publication process dates
Deposited20 May 2021
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https://acuresearchbank.acu.edu.au/item/8w19q/understanding-teacher-self-efficacy-to-teach-in-inclusive-classroom

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