The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms

By Jodi L. Peebles, Sal Mendaglio. 2014

121 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/48708c57b8c568763af9b8cc09e551bd7f8e844f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Katz
2. Donna McGhie-Richmond
3. T. Loreman
4. U. Sharma
5. C. Forlin
6. Timo Saloviita

In Safety Research

1. Donna McGhie-Richmond
2. J. Katz
3. P. Mirenda
4. T. Loreman

In Sociology and Political Science

1. J. Katz
2. T. Loreman
3. U. Sharma
4. C. Forlin
5. Timo Saloviita

Citations in the corpus

• Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers (2016, methodology): “Few studies have focused on the self-efficacy, and teaching beliefs of preservice teachers for inclusion (Peebles and Mendaglio 2014) especially with a comprehensive look at the variables that contribute to beliefs about teaching and learning, and self-efficacy within the same large population.”