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 特殊教育
  • EH 學習困難者之教育
• M 教師與教師教育
  • MA 教師之專業教育

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

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

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.]

• 英文

期刊論文

• 0742051X

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

2017-08-09