Teaching assistants(TA)' self-efficacy in Hong Kong and training reformation to accommodate students with SEN

Teaching assistants(TA)' self-efficacy in Hong Kong and training reformation to accommodate students with SEN

• Sin, Kuen Fung Kenneth The Education University of Hong Kong
• Yung, Sheung Ching The Education University of Hong Kong
• Lui, Tze Leung Rick The Education University of Hong Kong
• Lum, Chun Wai The Education University of Hong Kong

• E 特殊教育
  • EG 融合教育
• M 教師與教師教育
  • MB 其他教育工作人員之訓練
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Special Education Teacher Education/Development

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This study examined the self-efficacy of TAs in Hong Kong. Quantitative method was adopted. 463 TAs had participated in this study, and their self-efficacy had been tested in 5 domains: teaching support, learning support, behavior management, cooperation and administrative support. The findings were obtained by the means of “Teaching assistant efficacy scale” which was developed by Yan, Lum, Lui, Chu and Lui (2015). Data indicated that TAs were most confident in cooperation and least confident in teaching support and behaviour management. Training to support students with special education needs (SEN) were found to contribute to TAs’ self-efficacy in all 5 domains. However, no differences were found among different training hours because the training cannot meet the needs of TA. This paper suggested reforming the TA training program to increase TAs’ self-efficacy.

Paper presented at the Redesigning Pedagogy International Conference 2017: Education for the future: Creativity, innovation, values, Nanyang Technological University, Singapore.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/94824766

2017-08-09