Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching.
By Laura Sokal, U. Sharma. 2014
106 citations recorded by the source corpus.
The study examined concerns, attitudes, and teacher efficacy of 131 in-service, Kindergarten to Grade 8 teachers in three school divisions in Manitoba, Canada. Analyses were conducted to identify the relationships between teachers’ back-ground variables, their attitudes and concerns about teaching in inclusive classrooms, and their efficacy for inclusive teaching. In addition, potential effects of training in special education on teachers’ concern level were examined. Partic-ipants who had undertaken some training in special education had lower degrees of concerns about teaching in inclusive classrooms. We discuss the implications of these findings and how addressing in-service teachers’ concerns could enhance their attitudes about inclusive teaching and their overall teacher efficacy. ISSN 1918-5227 Pages 5971 Follow this and additional works at: http://ir.lib.uwo.ca/eei This Article is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation Sokal, L., & Sharma, U. (2014) Canadian In-service Teachers’ Concerns, Efficacy, and Attitudes about Inclusive Teaching. Exceptionality Education International, 23, 59-71. Retrieved from http://ir.lib.uwo.ca/eei/vol23/iss1/5 Exceptionality Education International 2013, Vol. 23, No. 1, pp. 59–71 ISSN 1918-5227 59 Canadian In-service Teachers’ Concerns, Efficacy, and Attitudes about Inclusive Teaching Laura Sokal University of Winnipeg Umesh Sharma Monash University
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/210436ab9a07a58558380d2ef3128e7491320c55
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Citations in the corpus
- 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, background): “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, ”