What are the inclusive teaching tasks that require the highest self-efficacy?

被引：19
|
作者：
Lai, Francisco T. T. [1 ,2 ]
Li, Eria P. Y. [3 ]
Ji, Mingxia [3 ]
Wong, Wikki W. K. [3 ]
Lo, Sing Kai [2 ,3 ,4 ]
机构：
[1] Educ Univ Hong Kong, Dept Psychol Studies, Hong Kong, Hong Kong, Peoples R China
[2] Educ Univ Hong Kong, Assessment Res Ctr, Hong Kong, Hong Kong, Peoples R China
[3] Educ Univ Hong Kong, Grad Sch, Hong Kong, Hong Kong, Peoples R China
[4] Educ Univ Hong Kong, Ctr Special Educ Needs & Inclus Educ, Hong Kong, Hong Kong, Peoples R China
来源：
TEACHING AND TEACHER EDUCATION | 2016年 / 59卷
关键词：
Inclusive education; Teacher efficacy; Rasch rating scale model; Special educational needs; WORK-RELATED PERFORMANCE; PRESERVICE TEACHERS; HONG-KONG; CHILDREN; AUTISM; EDUCATION; ATTITUDES; BEHAVIOR; ADHD; STUDENTS;
D O I：
10.1016/j.tate.2016.07.006
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Inclusive teaching tasks have consistently been found challenging for teachers, but it is unclear how they are ranked in terms of the extent of self-efficacy required. This study aimed at deriving such a hierarchy. A survey was conducted on 107 primary school teachers in Hong Kong using the Teacher Efficacy for Inclusive Practices scale. A Rasch rating scale model was applied to empirically examine the hierarchical structure. Good person reliability (0.89) and model fit (MNSQ 0.6-1.4) were achieved. Managing physical aggression was found at the top of the hierarchy; this and other results could facilitate the identification of training needs. (C) 2016 Elsevier Ltd. All rights reserved.
引用
收藏
页码：338 / 346
页数：9
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