Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?

Kiel, Ewald; Braun, Annika; Muckenthaler, Magdalena; Heimlich, Ulrich; Weiß, Sabine

doi:10.1080/08856257.2019.1683685

Cited by 39 publications

(29 citation statements)

References 30 publications

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“…For Lopes and Oliveira (2017) efficacy to teach is defined as the method of making student's learning possible, promoting engagement and discussion, concerning and respecting students, and maximizing student's academic performance. It is not just about whether teachers can 'handle' the inclusive classroom, but also about their confidence in choosing the strategies that promote student's success (Lancaster, 2014;Kiel et al, 2019). In this sense, teacher efficacy is strained from Bandura (1997) conceptualization of self-efficacy and alludes to teacher's perceptions of their skill in achieving the roles prescribed for them to realize a set of educational objectives, such as learning easing and student development.…”

Section: Efficacy For Teaching and For Classroom Managementmentioning

confidence: 99%

The role of the teacher’s emotional intelligence for efficacy and classroom management

et al. 2020

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In recent years, several studies have revealed multiple benefits of teachers' emotional intelligence (EI) concerning their professional performance, regarding teaching and learning process, students' school performance, job satisfaction, reduction of stress and burnout, and the importance of interpersonal relationships at school. However, few studies have explored how teachers' EI capacity affect their effectiveness in teaching and classroom management. In this sense, the aim of this study was twofold: to examine the relationship between teacher's EI capacities, teacher efficacy, and classroom management effectiveness, and to analyze the relationship between teacher's characteristics (gender) and professional background (service time and academic formation) and teacher's EI capacities. 634 Portuguese teachers filled out a form with personal and professional data and answered an adaptation of the Emotional Skills and Competence Questionnaire, and the Teacher Efficacy in Classroom Management and Discipline Scale. Structured Equation Model analyses were computed and showed that teachers who tended to have higher levels of capacity to perceive, express and manage emotions reported higher levels of teaching effectiveness and classroom management effectiveness. Therefore, is important for Portuguese teachers developing their emotional skills during academic formation, to a more effective future professional activity.

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Section: Efficacy For Teaching and For Classroom Managementmentioning

confidence: 99%

The role of the teacher’s emotional intelligence for efficacy and classroom management

et al. 2020

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“…The experience of inclusion in Germany (Kiel, Braun, Muckenthaler, Heimlich, & Weiss, 2019) indicates the "connection between teachers' self-efficacy and the effectiveness of inclusion implementation:the highest level of self-efficacy corresponds to the highest level of implementation of inclusive educational curricula". Types of self-efficacy also determine the state of implementation and cannot coexist.…”

Section: Resultsmentioning

confidence: 99%

Practice and Innovations of Inclusive Education at School

Kozibroda¹,

Kruhlyk²,

Zhuravlova³

et al. 2020

IJHE

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The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals’ beliefs, teachers’ self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers’ beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with theintegrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

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“…In inclusive self-efficacy studies conducted with pre-service teachers or teachers in different branches in the literature, using different measurement tools, the levels of inclusive self-efficacy perception of participants were found at the levels of 'I can' (Toy & Duru, 2016); 'high' (Yavuz, 2017), and 'medium' (Deniz, 2016;Dolapçı & Yıldız-Demirtaş, 2016;Vural-Batık & Fırıncı-Kodaz, 2018). The low or high perception of teachers' selfefficacy in inclusion practices also affects their approach to inclusion practices (Kiel et al, 2020;Loreman et al, 2013). Teachers with a low sense of competence worry more and do not want ISNs in their classrooms (Soodak & Podell, 1993).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' perceptions of self-efficacy in inclusive education affect their attitudes towards inclusion (Diken, 2006;Dolapçı & Yıldız-Demirtaş, 2016;Kiel et al, 2020;Savolainen et al, 2012;Soodak & Podell;1993;Toy & Duru;2016). Teachers with high self-efficacy are less likely to direct their students who are suspicious of special education to special education (Meijer & Foster, 1988), and prospective teachers who do not see themselves as competent do not wish to have CSNs in their class (Kardeş & Taşkın, 2020).…”

Section: Introductionmentioning

confidence: 99%

Okul Öncesi Öğretmen Adaylarının Kaynaştırmaya Yönelik Öz-Yeterlik Algılarının İncelenmesi

Başpinar¹,

Sönmez²

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Giriş: Gelişim ve öğrenmenin en hızlı olduğu okul öncesi dönemde özel gereksinimli çocukların erken tanılanması ve erken müdahalenin nitelikli bir şekilde yapılarak onların potansiyellerini en üst seviyeye ulaştırmak önemlidir. Bu dönemde kaynaştırma uygulamalarının niteliği bu uygulamaları yürüten öğretmenlerin yeterlikleriyle birebir ilişkilidir. Bu çalışmanın amacı, okul öncesi öğretmeni adaylarının kaynaştırma konusunda öz-yeterlik algı düzeylerini belirlemek ve adayların kaynaştırma öz-yeterlik algı düzeylerini, en son mezun olunan okul, daha önce özel gereksinimli bireylerle etkileşimde bulunma durumu, etkileşimin süresi ve öğretmenlik uygulaması yaptığı sınıfta özel gereksinimli çocuk bulunma durumu değişkenleri açısından incelemektir. Yöntem: Çalışmada betimsel tarama modeli kullanılmıştır. Çalışma grubunu okul öncesi öğretmenliği bölümünde öğrenim gören 107 son sınıf öğrencisi oluşturmaktadır. Çalışmada veri toplama aracı olarak "Öğretmen Adayı Bilgi Formu" ve "Özel Gereksinimli Çocukların Kaynaştırılmasına Yönelik Öğretmen Yeterliği Ölçeği" kullanılmıştır. Araştırma verilerinin analizi bir istatistik programı ile yapılmıştır. Bulgular: Çalışma sonunda elde edilen bulgulara göre; okul öncesi öğretmeni adaylarının kaynaştırmaya yönelik öz-yeterlik algıları orta düzeydedir. Okul öncesi öğretmeni adaylarının öz-yeterlik algılarının ölçeğin genelinde ve alt ölçeklerde incelenen değişkenler açısından anlamlı farklılık göstermediği belirlenmiştir. Tartışma: Okul öncesi öğretmeni adaylarının kaynaştırmaya yönelik öz-yeterlik algı düzeyinin arzu edilen seviyede olmaması, kaynaştırma ve özel eğitim alanı ile ilgili bilgilerinin ve uygulama deneyimlerinin hizmet öncesinde yeterince sağlanmadığına işaret etmektedir. Bu bilgi ve deneyimler artarsa kaynaştırmaya yönelik özyeterlik algıları da yüksek düzeye ulaşabilir. Öz-yeterlik algısını etkileyen olası faktörlerin belirlenmesi için başka çalışmalara gereksinim olduğu düşünülmektedir. Yapılacak benzer çalışmalarda nitel yöntemin de kullanılması, bu çalışmadakinden farklı değişkenlerin incelenmesi; öğretmen adaylarının genel öğretmenlik öz-yeterlik algıları ile kaynaştırmaya yönelik öz-yeterlik algılarının ilişkisinin incelenmesi öneriler arasında sayılabilir.

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Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?

Cited by 39 publications

References 30 publications

The role of the teacher’s emotional intelligence for efficacy and classroom management

The role of the teacher’s emotional intelligence for efficacy and classroom management

Practice and Innovations of Inclusive Education at School

Okul Öncesi Öğretmen Adaylarının Kaynaştırmaya Yönelik Öz-Yeterlik Algılarının İncelenmesi

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