Pre-service teachers' self-efficacy in implementing inclusive education in Hong Kong: The roles of attitudes, sentiments, and concerns

Pre-service teachers' self-efficacy in implementing inclusive education in Hong Kong: The roles of attitudes, sentiments, and concerns

• Li, Ka Man The Education University of Hong Kong
• Cheung, Yuen Man Rebecca The Education University of Hong Kong

International Journal of Disability, Development and Education, 2019

Routledge

2019

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• E Special Education
  • EG Inclusive Education

Attitudes Concerns Inclusive Education Pre-Service Teachers Self-efficacy Sentiments

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

According to the Hong Kong Education Bureau, the number of students with special education needs (SEN) has been on the rise. In order to cope with an increasing demand for inclusive education, professional training programmes aiming for pre-service teachers to educate students with SEN have increased locally. Guided by the theory of planned behaviour, this study aims to investigate the relations between Chinese pre-service teachers' views and self-efficacy in implementing inclusive education in Hong Kong. A total of 94 Chinese pre-service teachers were recruited at a public university to complete an online questionnaire. Controlling for age, teaching experience, and relevant training, differential effects were found between pre-service teachers' views and self-efficacy. Specifically, teachers' positive attitudes towards inclusion were related to their greater self-efficacy in implementing inclusive instructions and managing students' behaviours. Teachers' fewer sentiments about inclusion were related to their greater self-efficacy in collaborating with parents and professionals. Teachers' fewer concerns about knowledge, workload, and overall feasibility were also related to their greater self-efficacy in collaboration and behavioural management. These findings broaden the literature and inform policy makers the need to strengthen teachers' efficacy by reducing practical barriers and increasing their positive attitudes towards inclusion. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 1034912X

• 10.1080/1034912X.2019.1678743

https://bibliography.lib.eduhk.hk/bibs/79d0e3be

2020-04-27