Can Teachers' Self-Reported Efficacy, Concerns, and Attitudes toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?.

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Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “For instance, Sharma and Sokal (2015, 2016) identified better self-efficacy of pre-service teachers after they had attended an inclusive education course.”