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

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