Understanding teacher self-efficacy to teach in inclusive classrooms

Umesh Sharma, Sindu Vinod George

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

7 Citations (Scopus)

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.

Original languageEnglish
Title of host publicationAsia-Pacific Perspectives on Teacher Self-Efficacy
EditorsSusanne Garvis, Donna Pendergast
Place of PublicationRotterdam Netherlands
PublisherSense Publishers
Pages37 - 51
Number of pages15
ISBN (Electronic)9789463005210
ISBN (Print)9789463005197
DOIs
Publication statusPublished - 2016

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