Self Efficacy and Collective Efficacy Beliefs of Teachers for Children with Autism

Dimopoulou, Evelina

doi:10.20533/licej.2040.2589.2012.0082

Cited by 5 publications

(9 citation statements)

References 44 publications

(103 reference statements)

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“…Το στοιχείο αυτό θα λειτουργήσει θετικά στην αποτελεσματικότητά τους προς όλους τους τύπους μαθητών που καλούνται πλέον να διδάξουν και δη των παιδιών με ΔΑΦ, καθώς οι έρευνες που μελετούν το αίσθημα της αυτοαποτελεσματικότητας, της συλλογικής αποτελεσματικότητας καθώς και της μεταξύ τους σχέσης είναι περιορισμένες. Το στοιχείο αυτό εντοπίζεται ακόμη πιο έντονα στην περίπτωση της κυπριακής πραγματικότητας (Dimopoulou, 2016).…”

Section: εισαγωγήunclassified

“…Όσον αφορά ακόμη πιο συγκεκριμένα τη σχέση αυτοαποτελεσματικότητας και συλλογικής αποτελεσματικότητας των εκπαιδευτικών που διδάσκουν σε μαθητές με ΔΑΦ, έχει εντοπιστεί η έρευνα της Dimopoulou (2014Dimopoulou ( , 2016, η οποία κατέληξε στο συμπέρασμα ότι υπάρχει θετική συσχέτιση ανάμεσα στη συλλογική αποτελεσματικότητα και στην αυτοαποτελεσματικότητα των συμμετεχόντων. Επίσης, τα επίπεδα αυτά ήταν πιο αυξημένα στους εκπαιδευτικούς που βρίσκονταν σε υψηλότερες βαθμίδες σε σχέση με τους υφιστάμενους και τους αναπληρωτές (Dimopoulou, 2014).…”

Section: συλλογική αποτελεσματικότηταunclassified

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Η Αυτοαποτελεσματικότητα Και Η Συλλογική Αποτελεσματικότητα Των Δασκάλων Της Κύπρου Σε Τάξεις Συνεκπαίδευσης Με Μαθητές Στο Φάσμα Του Αυτισμού.

Κουλλαπή

Λύρα²

2020

Ppej

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ΠερίληψηΤο παρόν άρθρο εξετάζει τη συσχέτιση της αυτοαποτελεσματικότητας και της συλλογικής αποτελεσματικότητας των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης στην Κύπρο, όταν καλούνται να διδάξουν σε τάξεις συνεκπαίδευσης, στις οποίες συμπεριλαμβάνονται μαθητές που έχουν διαγνωστεί με κάποια διαταραχή στο φάσμα του αυτισμού (ΔΑΦ). Πιο συγκεκριμένα, διερευνώνται οι παράγοντες που δύνανται να επιδράσουν στα επίπεδα της αυτοαποτελεσματικότητας και της συλλογικής αποτελεσματικότητας των δασκάλων μέσα από την οπτική γωνία των ίδιων, τόσο γενικά, όσο και σε περίπτωση που διδάσκουν μαθητές με ΔΑΦ, καθώς επίσης και ο τρόπος που οι δύο αυτές μορφές αποτελεσματικότητας σχετίζονται. Στόχος είναι η διερεύνηση των παραγόντων που επιδρούν στη στάση των εκπαιδευτικών όσον αφορά το θεσμό της συνεκπαίδευσης. Στο πλαίσιο της παρούσας έρευνας πραγματοποιήθηκαν ημιδομημένες συνεντεύξεις με 13 δασκάλους και τα δεδομένα αναλύθηκαν με βάση την ποιοτική μεθόδο της θεματικής ανάλυσης περιεχομένου (content analysis). Η ανάλυση των αποτελεσμάτων προσέφερε μια επαλήθευση του θεωρητικού σχήματος των Tschannen - Moran and Hoy (2001), το οποίο βασίζεται στη θεωρία της αυτοαποτελεσματικότητας του Bandura (1977), και καταλήγει στο συμπέρασμα ότι η ενεργός συμμετοχή των μαθητών κατά τη διαδικασία της μάθησης, η δυνατότητα διαχείρισης της τάξης, και οι εκπαιδευτικές στρατηγικές που επιλέγει να χρησιμοποιήσει ο εκάστοτε εκπαιδευτικός είναι οι τρεις κατηγορίες, στις οποίες συνοψίζονται οι παράγοντες που επιδρούν στα επίπεδα της αυτοαποτελεσματικότητας του. Αναδεικνύεται, συνεπώς, η αναγκαιότητα μιας αγαστής συνεργασίας ανάμεσα σε όλους τους εμπλεκόμενους στην εφαρμογή των αρχών της συνεκπαίδευσης στα γενικά σχολεία, ούτως ώστε να επιτευχθεί η όσο το δυνατόν μεγαλύτερη μείωση των παραγόντων που επιδρούν αρνητικά στα επίπεδα αυτοαποτελεσματικότητας των δασκάλων της γενικής εκπαίδευσης. Η συμβολή της συγκεκριμένης έρευνας έγκειται στο γεγονός ότι η διερεύνηση των στοιχείων αυτών αφορά σε δασκάλους που καλούνται να διδάξουν σε μαθητές με ΔΑΦ μέσα σε τάξεις συνεκπαίδευσης, καθώς η συγκεκριμένη ομάδα μαθητών εντάσσεται τα τελευταία χρόνια στα γενικά σχολεία.AbstractThe current article examines the relationship between perceived self-efficacy and collective efficacy among primary school teachers in Cyprus, who teach in classes that include students with autism spectrum disorder (ASD). In particular, we examine the factors that affect teachers’ self-efficacy and collective efficacy through their own perspective, both in general as well as in the case of teaching students with ASD. In addition, we study the way that these two types of effectiveness are related, with the aim of investigating the factors that affect teachers’ attitudes towards inclusion. We conducted semi-structured interviews with 13 teachers and the data were analysed via qualitative content analysis. The analysis of the results confirmed the theoretical scheme of Tschannen - Moran and Hoy (2001), based on Bandura's (1977) theory of self-efficacy. They concluded that student engagement during the lesson, classroom management and the instructional strategies that each teacher applies, are the three categories that summarize the factors that affect teachers’ perceptions of self-efficacy. Therefore, we underline the need for a genuine cooperation among all those involved in the application of the principles of inclusion in mainstream schools, so that the factors that negatively affect the levels of self-efficacy of general education teachers are reduced. The study draws timely implications concerning the practices of teachers who teach students with ASD in inclusive school settings, given that the presence of students with ASD in mainstream Cypriot schools has increased in recent years.

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Section: εισαγωγήunclassified

Section: συλλογική αποτελεσματικότηταunclassified

Η Αυτοαποτελεσματικότητα Και Η Συλλογική Αποτελεσματικότητα Των Δασκάλων Της Κύπρου Σε Τάξεις Συνεκπαίδευσης Με Μαθητές Στο Φάσμα Του Αυτισμού.

Κουλλαπή

Λύρα²

2020

Ppej

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“…When the literature is examined, even though there are those on perception of self-efficacy of teachers/preservice teachers of children with special needs (Dimopoulou, 2012;Johnson, 2018;Kaner, 2010;Montoya, 2018;Ostendorf, 2015), it can be seen that there are no studies on self-efficacy perceptions of teachers of children with special needs towards their mathematics teaching. These studies had focused on self-efficacy perceptions of special education teachers/educators/preservice teachers working in special education schools (Dimopoulou, 2012;Johnson, 2018;Kaner, 2010;Montoya, 2018;Ostendorf, 2015), and relationships between the personal and teaching competencies of special education teachers and certain variables (Allinder, 1995). However, there are a limited number of scales that measure self-efficacy perceptions of the teachers of children with special needs in various aspects (Aksoy, & Diken, 2009;Coladarci, & Breton, 1997;Ergül, Baydık, & Demir, 2013;Hartmann, 2012;Meijer, & Foster, 1988).…”

Section: The Teacher Self-efficacymentioning

confidence: 99%

Self-Efficacy Perceptions of Special Education Teachers Regarding Teaching Mathematics

Cantimer¹,

Şengül²,

Akçin³

2019

HUJE

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Çalışma ile özel eğitim öğretmenlerinin matematik öğretim özyeterlilik algılarına yönelik bir ölçme aracının geliştirilmesi amaçlanmıştır. Geliştirilen ölçek kullanılarak özel eğitim öğretmenlerinin bu alanda algılanan özyeterlilik algılarının düzeylerinin farklı çeşit değişkenler üzerindeki durumu araştırılmıştır. Çalışmada yapılan geçerlik ve güvenirlik çalışmaları doğrultusunda, veri toplama aracı olarak kullanılan "Özel Eğitim Öğretmenlerinin Matematik Öğretimlerine Yönelik Özyeterlilik Algısı Ölçeğinin (ÖEÖ-MÖYÖAÖ)" kullanılabilir özelliklere sahip olduğu bulunmuştur. Araştırma, İstanbul ilinde görev yapmakta olan toplam 464 özel eğitim alan mezunu öğretmen ile yapılmıştır. Araştırma sonuçlarına göre; öğretmenlerin matematik öğretimlerine yönelik özyeterlilik algılarının yeterli düzeyde olduğu ve incelenen algıların öğretmenlerin öğrenim durumu ile anlamlı bir farklılık gösterdiği bulunmuştur. Diğer taraftan öğretmenlerin matematik öğretim özyeterlilik algılarının cinsiyet, yaş, mesleki deneyim ve öğrencinin özel gereksinim durumu ile anlamlı bir farklılık göstermediği tespit edilmiştir. Buna göre, öğretmenlerin öğrenim durumları arttıkça özyeterlilik algılarının yükseldiği söylenebilir. Öğretmenlerin kendi öğretimlerine yönelik algıları, sunacakları öğretimi şekillendirebileceği için bu konu üzerinde uygulamalı ve kuramsal çalışmalar önerilebilir.

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“…Alanyazında özel eğitim gereksinimli çocukların öğretmenlerinin özyeterlilikleri ile ilgili çalışmalar incelendiğinde; öğretmenlerin/öğretmen adaylarının kaynaştırma eğitimine ve BEP hazırlamaya ilişkin özyeterliliklerinin (Camadan, 2012;Diken, 2006;Smith, 2008), özel eğitim öğretmenlerinin/özel eğitim okullarında çalışan eğitimcilerin özyeterlilik algılarının (Dimopoulou;Kaner, 2010;Karahan, 2008), özel eğitim öğretmenlerinin kişisel ve öğretim yeterlilikleri ile bazı değişkenler arasındaki ilişkilerin (Allinder, 1995) araştırıldığı görülmüştür. Özel eğitim gereksinimli çocukların öğretmenlerinin özyeterlilik algılarının ise çeşitli boyutlarda ölçüldüğü (Aksoy ve Diken, 2009;Coladarci ve Breton, 1997;Ergül, Baydık ve Demir, 2013;Hartmann, 2012;Meijer ve Foster, 1988) sınırlı sayıda ölçeğe ulaşılmıştır.…”

Section: öZetunclassified

“…In the literature, there are studies on the self-efficacy perceptions of teachers/prospective teachers in special education (Allinder, 1995;Camadan, 2012;Diken, 2006;Dimopoulou;Kaner, 2010;Karahan, 2008;Smith, 2008), but there is a limited number of scales used for measuring the professional self-efficacy perceptions of special education teachers (Aksoy & Diken, 2009;Coladarci & Breton, 1997;Ergül, Baydık & Demir, 2013;Hartmann, 2012;Meijer & Foster, 1988). Therefore, that made it possible to develop a scale that is related with measuring the professional self-efficacy perceptions of teachers of children in need of special education and use it.…”

Section: Extended English Abstract Introductionmentioning

confidence: 99%

Exploring the professional self-efficacy perceptions of the teachers of children in need of special education in terms of various variables<p>Özel eğitim gereksinimli çocukların öğretmenlerinin mesleki özyeterlilik algılarının çeşitli değişkenlere göre incelenmesi

Cantimer¹,

Şengül

Akçin

2017

HumanSciences

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The need for special education is gaining importance each passing day with increasing the number of children in need of special education. Since self-efficacy perceptions of teachers of children in need of special education which is related their field will shape the education given, the identifying current situation is seen important for resolving deficienciens. Therefore, the purpose of the study is to develop "The Special Education Teachers' Sense of Professional Self-Efficacy Scale (SET-SPSES)" (Study I) and reveal whether the level of professional self-efficacy perceptions of the special education teachers show differences depending on a variety of variables (gender, age, educational background, professional experience, and special needs of students) (Study II). SET-SPSES was found to be a suitable instrument in accordance with Study II that was made the validity and the reliability. The research was carried out with 464 teachers graduating from a special education program and working in the academic year of 2013-2014 in Istanbul. According to the research findings; it was determined that the special education

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Self Efficacy and Collective Efficacy Beliefs of Teachers for Children with Autism

Abstract: Abstract

Cited by 5 publications

References 44 publications

Η Αυτοαποτελεσματικότητα Και Η Συλλογική Αποτελεσματικότητα Των Δασκάλων Της Κύπρου Σε Τάξεις Συνεκπαίδευσης Με Μαθητές Στο Φάσμα Του Αυτισμού.

Η Αυτοαποτελεσματικότητα Και Η Συλλογική Αποτελεσματικότητα Των Δασκάλων Της Κύπρου Σε Τάξεις Συνεκπαίδευσης Με Μαθητές Στο Φάσμα Του Αυτισμού.

Self-Efficacy Perceptions of Special Education Teachers Regarding Teaching Mathematics

Exploring the professional self-efficacy perceptions of the teachers of children in need of special education in terms of various variables<p>Özel eğitim gereksinimli çocukların öğretmenlerinin mesleki özyeterlilik algılarının çeşitli değişkenlere göre incelenmesi

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