A autoeficácia dos professores para a implementação de práticas inclusivas: contributos para uma reflexão sobre a inclusão educativa

Translated title of the contribution: Teachers' self-efficacy toward the implementation of inclusive practices: contributions for a reflection about school inclusion

Paulo C. Dias*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
1 Downloads

Abstract

In recent years, much has changed in legislation and practices for an effective inclusive education, in the preparation of schools and in teachers training. However, less research is focused on inclusive practices and teacher sense of efficacy for the implementation of a real inclusive education. This work aims to evaluate the teachers' sense of efficacy to implement inclusive practices by adapting a scale, with 153 teachers from regular and special education. Results demonstrate good factorial structure and reliability of the scale. Significant differences regarding: personal variables, as gender, age or educational background; professional variables, as teaching experience and contractual status, training and personal experience with children with special needs, were also found. The results and their implications for teacher professional development and research in an inclusive school are discussed.

Translated title of the contributionTeachers' self-efficacy toward the implementation of inclusive practices: contributions for a reflection about school inclusion
Original languagePortuguese
Pages (from-to)7-25
Number of pages19
JournalEnsaio
Volume25
Issue number94
DOIs
Publication statusPublished - 2017

Keywords

  • Inclusion
  • Self-efficacy
  • Teachers
  • Instrument

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