Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?

被引：14

作者：

Chao, Chih Nuo Grace ^{[1
]}

Lai, Francisco Tsz Tsun ^{[2
]}

Ji, Mingxia ^{[3
]}

Lo, Sing Kai ^{[3
]}

Sin, Kuen Fung ^{[4
]}

机构：

[1] Chinese Univ Hong Kong, Ctr Univ & Sch Partnership, Fac Educ, Sha Tin, Hong Kong, Peoples R China

[2] Chinese Univ Hong Kong, Fac Med, Jockey Club Sch Publ Hlth & Primary Care, Sha Tin, Hong Kong, Peoples R China

[3] Educ Univ Hong Kong, B4-GF-02,10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China

[4] Educ Univ Hong Kong, D1-GF-05,10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 75卷

关键词：

Inclusive education; Teacher efficacy; Professional development; Rasch model; Hong Kong; PROFESSIONAL LEARNING APPROACH; SPECIAL EDUCATIONAL-NEEDS; SELF-EFFICACY; ATTITUDES; PRESERVICE; EXPERIENCE; STUDENT; SENSE; CHALLENGES; PARENTS;

D O I：

10.1016/j.tate.2018.06.014

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：164 / 173

页数：10

共 50 条

[1] What are the inclusive teaching tasks that require the highest self-efficacy?
Lai, Francisco T. T.
Li, Eria P. Y.
Ji, Mingxia
Wong, Wikki W. K.
Lo, Sing Kai
TEACHING AND TEACHER EDUCATION, 2016, 59 : 338 - 346
[2] Reflective teaching, inclusive teaching and the teacher's tasks in the inclusive classroom: a literary investigation
Minott, Mark
BRITISH JOURNAL OF SPECIAL EDUCATION, 2019, 46 (02) : 226 - 238
[3] Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching
Pastore, Giuliana
Luder, Reto
FRONTIERS IN EDUCATION, 2021, 6
[4] TEACHING GEOMETRYAT SECONDARY SCHOOLS: REFLECTIONS OF A MATHEMATICS TEACHER
Quijano, Maria de la Trinidad
Corica, Ana Rosa
GONDOLA-ENSENANZA Y APRENDIZAJE DE LAS CIENCIAS, 2023, 18 (02): : 274 - 287
[5] Perceptions and preparedness of secondary teacher trainees to foster inclusive schools for all
Arias-Pastor, Mercedes
Van Vaerenbergh, Steven
Fernandez-Solana, Jessica
Gonzalez-Bernal, Jeronimo J.
FRONTIERS IN EDUCATION, 2023, 8
[6] Teacher practices for teaching writing in Greek primary schools
Ralli, Asimina M.
Dimakos, Ioannis C.
Dockrell, Julie E.
Papoulidi, Asimenia
READING AND WRITING, 2022, 35 (07) : 1599 - 1626
[7] Teacher practices for teaching writing in Greek primary schools
Asimina M. Ralli
Ioannis C. Dimakos
Julie E. Dockrell
Asimenia Papoulidi
Reading and Writing, 2022, 35 : 1599 - 1626
[8] Teacher-therapist collaboration in inclusive primary schools: A scoping review
Jeremy, Jill
Spandagou, Ilektra
Hinitt, Joanne
AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, 2024, 71 (04) : 593 - 611
[9] Inclusive Education in Primary and Secondary School: Perception of Teacher Training
Trivino-Amigo, Natalia
Manuel Mendoza-Munoz, David
Mayordomo-Pinilla, Noelia
Barrios-Fernandez, Sabina
Contreras-Barraza, Nicolas
Gil-Marin, Miseldra
Castillo, Dante
Galan-Arroyo, Carmen
Rojo-Ramos, Jorge
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 2022, 19 (23)
[10] INCLUSIVE CO-TEACHING IN THE SECONDARY SCHOOLS: A STUDY OF SUSTAINABLE CHANGE
Morris, Marnee J.
6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013), 2013, : 2626 - 2630

← 1 2 3 4 5 →