Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school

McGarrigle, Lisa; Beamish, Wendi; Hay, Stephen

doi:10.1080/13603116.2020.1867657

Cited by 12 publications

(3 citation statements)

References 33 publications

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“…This analysis highlights the need for a new educational paradigm to move education toward greater inclusiveness and efficacy by combining legal mandates, critical analyses, conceptual frameworks, and creative approaches [18]. Among these approaches, IMILE stands out as a possible solution, in line with the larger trend toward encouraging more enriching learning environments for all students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rights of Students and Expectations of Schools: A Guide to Educational Law

Dwidvedi,

Kumar

2023

J. of Law and Sust. Develop.

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Objective: An effective framework to balance the rights of students and the obligations of educational institutions is necessary since education plays a crucial role in moulding persons and society. This research emphasizes the need to comprehend, apply, and uphold these legal parameters in order to cultivate equitable and efficient educational settings. Student rights, access to quality education, and fostering an environment conducive to learning and development are among the many of the issues examined in this research. At the same time, it deals with issues like balancing discipline, meeting the needs of students with varying backgrounds, and protecting students' right to free speech while adhering to educational requirements, all of which pose difficulties for schools navigating a complex legal landscape. Method: The paper presents the concept of inclusive mobile integration learning education (IMILE) and offers practical recommendations for educators, administrators, policymakers, and legal practitioners by integrating legal analysis, case studies, and comparative frameworks. This method provides a wealth of resources for avoiding legal conflicts, fostering an inclusive learning environment, and correctly interpreting and applying the laws governing education. Result: In addition, the research uses simulation analysis to foresee the probable results of various legal scenarios, giving stakeholders a head start in foreseeing and comprehending the effects of their decisions and actions within the legal framework. This research aids in a better understanding of the interdependence of students' rights and schools' obligations by integrating theoretical underpinnings, empirical evidence, and expert opinion. Conclusion: The results could be used to guide policymaking, teacher training, and other institutional practices, all of which contribute to making schools places where students not exclusively exposed to new information, however where they can grow into independent thinkers and contributing members of society.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Rights of Students and Expectations of Schools: A Guide to Educational Law

Dwidvedi,

Kumar

2023

J. of Law and Sust. Develop.

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“…This is because the participants in their study expressed the belief that successful implementation of inclusive education relies on teachers receiving training that enables them to prioritize the individual over the disability. McGarrigle et al (2021) further observed that inclusive practices in schools continue to be elusive and contested, necessitating pre‐service teachers to cope with systemic and contextual challenges caused by COVID‐19.…”

Section: Introductionmentioning

confidence: 99%

Assessing the efficacy of online teacher training programs in preparing pre‐service teachers to support students with special educational needs in mainstream classrooms in the UAE: A case study

Al‐Rashaida,

Massouti

2023

Research in Spec Educ Needs

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The study aimed to explore the challenges and potential benefits of online delivery in preparing pre‐service teachers in the United Arab Emirates (UAE) for inclusive teaching. The study specifically examined their readiness to assist students with special educational needs (SEN) within the K‐12 education system. It employed semi‐structured interviews to comprehensively understand the perspectives and experiences of 11 pre‐service teachers enrolled in an online teacher education programme. The findings revealed that the participants expressed significant concern about their preparedness to teach students with SEN. They expressed apprehension about the limited opportunities they had during their teacher education programme to learn about and interact with students with SEN. The findings also shed light on the gap between theory and practice, underscoring the importance of contemporary teacher education programmes in re‐evaluating their curricula to address the emerging needs of both learners and teachers, specifically in the post‐pandemic era of COVID‐19. Lastly, the study provided implications for practice and suggested future research in this area.

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“…Language instructors' self-efficacy beliefs have been defined as instructors' beliefs in their abilities to support learning in different ways (Wyatt, 2018a(Wyatt, , 2018b). There is increasing body of research investigating the relationship between LTSE beliefs and pedagogy (Eghtesadi & Jeddi, 2019;Faez, Karas, & Uchihara, 2019;Graham, 2022;McGarrigle, Beamish, & Hay, 2021;Vattøy, 2020). Furthermore, instructors' expertise in the target language along with effective techniques, suggests that instructors' beliefs and perceptions regarding different aspects that involve the learning process might influence classroom practice.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy

Hasan¹

2022

IJEFL

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This research study examines teaching beliefs of English-language instructors in Japan, and how their pedagogy is influenced by those beliefs. An Interpretative Phenomenological Analysis (IPA) research design was used. Seven English-language instructors employed full-time in universities in Tokyo prefecture of Japan participated in this study. Social Cognitive Theory was used as the theoretical framework. It was observed that each instructor’s beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors’ teaching practices. This study demonstrated that language instructors’ self-efficacy (LTSE) beliefs are intrinsically related to their pedagogy. It revealed a complex relationship between what instructors think and what they may do in class. Findings of this study suggest that English Language instructors’ beliefs are key to their decision-making. In addition, the findings will provide valuable implications for ways to better understand the impact that personal beliefs of instructors have on curriculum and learning. Finally, it has implications for professional education programs for teachers and brings attention to potential research directions for scholars.

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Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school

Cited by 12 publications

References 33 publications

Rights of Students and Expectations of Schools: A Guide to Educational Law

Rights of Students and Expectations of Schools: A Guide to Educational Law

Assessing the efficacy of online teacher training programs in preparing pre‐service teachers to support students with special educational needs in mainstream classrooms in the UAE: A case study

The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy

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