Abstract
Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential.
Original language | English |
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Article number | 103800 |
Number of pages | 19 |
Journal | Teaching and Teacher Education |
Volume | 117 |
DOIs | |
Publication status | Published - Sept 2022 |
Keywords
- In-service teachers
- Inclusive education
- Inclusive education practices
- Inclusive pedagogy
- Pre-service teachers
- Primary school
- Secondary school
- Teacher self-efficacy