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?

• Chao, Chih Nuo Grace The Chinese University of Hong Kong
• Lai, Francisco Tsz Tsun The Chinese University of Hong Kong
• Ji, Mingxia The Education University of Hong Kong
• Lo, Sing Kai The Education University of Hong Kong
• Sin, Kuen Fung The Education University of Hong Kong

Teaching and Teacher Education, 75, 164-173, 2018

Pergamon Press

2018

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

Inclusive Education Teacher Efficacy Professional Development Rasch Model Hong Kong

• 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.

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2018.06.014

https://bibliography.lib.eduhk.hk/en/bibs/1557a525

2018-09-10