Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong

Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong

• Forlin, Chris
• Sharma, Umesh Faculty of Education, Monash University
• Loreman, Tim Faculty of Education, Concordia University College of Alberta, Canada

International Journal of Inclusive Education, 18(7), 718-730, 2014

Routledge

2014

• F Learning & Teaching
• E Special Education
  • EG Inclusive Education

Inclusive Education Special Education Special Education Needs Education Policy Educational Leadership Preservice Teachers Attitudes Self-efficacy Education Sentiments Education & Educational Research

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This study examined teaching efficacy for inclusive practice in a pre-post matched-sample of 737 teachers in Hong Kong taking a basic university-level course in inclusive education. The results demonstrate that regardless of demographic variables such a course is effective in improving teacher efficacy for inclusive practice, with female teachers making larger gains in the area of managing behaviour when compared to their male counterparts. Further, increased knowledge of legislation and policy, and a reduction in concerns about inclusive teaching were found to be the major predictors of improved teaching efficacy for inclusive practice.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2013.819941]

• English

Journal Articles

• 13603116

• 10.1080/13603116.2013.819941

https://bibliography.lib.eduhk.hk/en/bibs/7f4cb63d

2014-12-19