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

Lai, Francisco Tsz Tsun; Li, Eria P.Y.; Ji, Mingxia; Wong, Wikki W.K.; Lo, Sing Kai

doi:10.1016/j.tate.2016.07.006

Cited by 28 publications

(15 citation statements)

References 52 publications

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“…At the same time, the importance and effectiveness of adequate professional teacher training in increasing this background knowledge has been stressed in previous studies (e.g., Brady et al, ; Goldfus, ; Kahn‐Horwitz, , ; McCutchen et al, ; Podhajski et al, ). Considerable attention was given to researching general pre‐service and in‐service teacher education towards inclusion (e.g., European Agency for Development in Special Needs Education, ; Robinson, ) and verifying the effectiveness of various types of teacher training with a view to increasing teacher self‐efficacy in implementing inclusive instructional practices, enhancing positive attitudes, and reducing concerns towards inclusion (e.g., Campbell, Gilmore, & Cuskelly, ; Chao, Forlin, & Ho, ; Florian, ; Forlin et al, ; Lai, Li, Ji, Wong, & Lo, ; Peebles & Mondaglio, ; Sharma & Sokal, ; Symeonidou & Phtiaka, , ). However, few studies are available that focus on the EFL teacher knowledge of inclusive education principles, inclusive instructional practices, the nature of SEN, and SpLDs (dyslexia in particular) as well as on EFL teachers' professional training needs.…”

Section: Literature Reviewmentioning

confidence: 99%

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Nijakowska

Tsagari²,

Spanoudis

2018

Dyslexia

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This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between‐country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL and dyslexia as this was confirmed across the three countries.

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Section: Literature Reviewmentioning

confidence: 99%

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Nijakowska

Tsagari²,

Spanoudis

2018

Dyslexia

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“…The quality of teachers has been recognized as one of the most important factors in developing and improving special education in China ( Wang and Mu, 2014 ). Presently, the vast majority of students with special education needs are sent to special schools, and teachers in these schools face severe stress because of a paucity of practical training, high student-faculty ratios, insufficient facilities, and a shortage of professional skills ( Lai et al, 2016 ; Zee et al, 2016 ). In order to teach effectively, teachers must compensate for this deficient teaching environment.…”

Section: Introductionmentioning

confidence: 99%

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

et al. 2018

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This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers’ Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed.

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“…Also, this will allow one to examine if all items function similarly in different countries. It will also allow examining the best scoring structure of the scale, as this scale has been used with different scoring structures in different studies with 5, 6, and 9-point Likert scales (Lai et al, 2016;Park et al, 2016;Yada et al, 2018;Alnahdi, 2019a).…”

Section: Discussionmentioning

confidence: 99%

Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality

Alnahdi

Yada

2020

Front. Psychol.

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This study aimed to examine the construct validity of the Japanese version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. The sample consisted of 250 teachers in Japan. Rasch analysis was used to examine the psychometric properties of the scale. Results did not support the 18-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. However, they do support the final 14-item Japanese version of the TEIP scale as a unidimensional scale for measuring TEIP. Four items were removed from the original 18-item scale (items 12, 8, 5, and 3) for violation of the local independency assumption. No item with differential item functioning (DIF) was detected. Only one item (item 18) was rescored to solve a threshold disorder. Further studies with different samples are warranted to confirm the study findings.

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

Cited by 28 publications

References 52 publications

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

Rasch Analysis of the Japanese Version of Teacher Efficacy for Inclusive Practices Scale: Scale Unidimensionality

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