Beijing in-service teachers' self-efficacy and attitudes towards inclusive education

By Olli-Pekka Malinen, H. Savolainen, Jia-cheng Xu. 2012

198 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f3cd409ea747e22cb9abe0a0867129a56fb47daf

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Citations in the corpus

Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, background): “…on teachers’ self-efficacy have been carried out all around the world, for example, in Australia (e.g. Sharma, Loreman, and Forlin 2012), China (e.g. Malinen, Savolainen, and Xu 2012), the German-speaking parts of Europe (e.g. Lütje-Klose et al. 2017), Finland (e.g. Savolainen et al. 2012),…”
The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, background): “In a Beijing study of in-service teachers, Malinen, Savolainen, and Xu (2012) found that efficacy in collaborating with teachers, parents, and specialists was positively correlated with their attitudes towards inclusive education.”
Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, background): “Longitudinal studies should be focused on the evaluation of teachers’ motivation, which is developed during their educative task [39], and they should be given opportunities for professional improvement [33].”
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).”
Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong (2014, unknown): “Malinen, Savolainen, and Xu (2012) in their study on Chinese teachers using the same instruments applied in this study found that attitudes towards inclusive education, concerns about inclusive education, and teaching efficacy for inclusive practice are linked.”