Autoeficácia dos professores do 3º ciclo do Ensino Básico e do Ensino Secundário para as práticas inclusivas

In recent years, the investment of resources for the promotion of inclusive school, both at the material level and in the training of teachers for the adoption of inclusive practices, has beennotable. If the inclusion is aimed at respect for difference and the involvement of all students inthe educational community, it is a challenge for which many teachers were prepared. Ongoingtraining and experience have often allowed, at the same time as practice, to reflect and refineskills to deal with all students in the classroom. Assuming a sociocognitive perspective that values the role of sense of efficacy in behavior, we intend with this work to know how teachers evaluatetheir capacity to deal with inclusion and implement appropriate practices. To do so, using a crosssectional study of a quantitative nature, data were collected from 195 teachers of the 3rd cycle ofBasic Education and Secondary Education, using a sociodemographic questionnaire and TheTeacher Efficacy for Inclusive Practices scale (Sharma, Loreman, & Forlin, 2012). Descriptive studies have allowed us to perceive teachers' sense of effectiveness, which is not distinguishedby gender, age or teaching experience in regular education, nor by the presence of students with special educational needs in the classroom. Higher scores were found in the sense of efficacy among teachers working in special education, among the teachers with more time of service andexperience of teaching with students with Special Educational Needs. The results follow trendsin the literature, which values the experience and proximity to students with Special EducationalNeeds as determinant of inclusion. Despite possible biases arising from the methodology itself,implications for schools and continuing teacher training are explored.