Improving teachers' self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong

Improving teachers' self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong

• Chao, Chih Nuo Grace Chinese University of Hong Kong
• Chow, Wing Sze Emily The Education University of Hong Kong
• Forlin, Chris International Education Consultant, Bayswater, Australia
• Ho, Fuk Chuen The Education University of Hong Kong

Teaching and Teacher Education, 66, 360-369, 2017

Pergamon Press

2017

• E Special Education
  • EH Education for Students with Learning Disabilities
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Inclusive Education Hong Kong Teacher Self-Efficacy Teacher Training Special Education Needs

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education.
[Copyright © 2017 Elsevier Ltd. All rights reserved.]

• English

Journal Articles

• 0742051X

https://bibliography.lib.eduhk.hk/bibs/94f7eea7

2017-08-09