Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?
- Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?
- Teaching and Teacher Education, 75, 164-173, 2018
- Pergamon Press
- Hong Kong
- 1997.7 onwards
- Primary Education
- Secondary Education
- A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. Copyright © 2018 Elsevier Ltd. All rights reserved.
- Journal Articles
Recent Journal ArticlesIdentity and cultural intimacy of Central Asian students in a Hong Kong university
Journal ArticlesExploring the impact of distance teaching on mathematics educational values in Hong Kong: A study of in-service teachers’ perspectives
Journal ArticlesDeveloping a context- and subject-specific professional digital competence framework for beginning English language teachers in Hong Kong
Journal ArticlesArtificial intelligence education for young children: A case study of technology-enhanced embodied learning
Journal ArticlesGroup adjustment links employability and turnover intention among Hong Kong kindergarten teachers: A school-to-work transition study
Journal ArticlesThe impact of short-term study in China programs: Voices of Hong Kong university students
Journal ArticlesA comparative study of international and local school teachers' perceptions and enactments of humility in Hong Kong
Journal ArticlesA family-school-community partnership supporting play-based learning: A social capital perspective