Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia

By U. Sharma, D. Jacobs. 2016

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/08463d827c026646e05768aa365e6dfe3bfa4984

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In Developmental and Educational Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, methodology): “Sharma and Jacobs (2016) calculated the scale with data from Indian (314) and Australian (245) in-service teachers.”
In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers (2018, methodology): “Unless school teachers have positive attitudes towards inclusion (Sharma and Jacobs 2016), have knowledge and skills to include all learners (EADSNE 2012) and are well supported by their school leaders and the rest of the schooling community (Ainscow, Booth, and Dyson 2004), it is not possible to…”
The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ (2019, methodology): “Specifically, teachers’ attitudes towards inclusion and their self-efficacy beliefs concerning the organisation of inclusive education were assumed to be important predictors for their management of heterogeneity in the inclusive classroom (de Boer, Pijl and Minnaert, 2011; Savolainen, Engelbrecht, ”
Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review (2020, background): “In eleven studies, self-efficacy emerged as a significant predictor of teachers’ intentions towards teaching students with disabilities (e.g. Hellmich, Löper, and Görel 2019; Sharma, Simi, and Forlin 2015; Sharma and Jacobs 2016; Song, Sharma, and Choi 2019; Wilson et al. 2016).”