Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education
By H. Savolainen, P. Engelbrecht, M. Nel, Olli-Pekka Malinen. 2012
554 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/cd057bd913652db6e59eadc2f11bbc082337d271
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Citations in the corpus
- Attitudes and Self-Efficacy of Pre-Service Teachers towards Inclusion in Pakistan. (2015, background): “For example, Sharma et al. (2008) found that female Australian, Canadian, Singaporean and Hong Kong pre-service teachers’ attitudes towards inclusive education were significantly more positive than their male counterparts.”
- In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers (2018, background): “…multinational comparative studies to examine teachers’ attitudes (Sharma, Loreman, and Forlin 2008; Saloviita and Schaffus 2016), efficacy (Savolainen et al. 2012; Malinen et al. 2013; Sharma and Sokal 2015) and concerns (Sharma, Loreman, and Forlin 2008; Malinen et al. 2013) to teach in…”
- Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, background): “Also, it was noticed a weak, but statistically significant correlation of participants’ attitudes towards the mainstreaming of students with behavioural problems, academic and social difficulties, a result that is in accordance with other study [48].”
- Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 (2015, background): “Similar inconsistencies have been reported in other countries (Savolainen et al. 2012) as Slee and Allan articulate ‘we are still citing inclusion as our goal, still waiting to include, yet speaking as if we are already inclusive’ (2001, 181).”
- Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh (2014, background): “As primary stakeholders in classroom teaching, teachers have a pivotal role in incorporating the principles of IE in their teaching practices (Savolainen et al. 2012).”
- The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms (2014, background): “Several researchers in the field have called for more studies aimed at developing self-efficacy and using the construct as an indicator of preparedness for teaching in inclusive classrooms (Forlin et al. 2010; Malinen, Savolainen, and Xu 2012; Savolainen et al. 2012).”