Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

“…Research findings repeatedly point to the fact that general education teachers with greater awareness of self‐efficacy, more positive attitudes, and fewer concerns tend to implement inclusive instructional practices in their classrooms successfully and effectively (De Neve et al, ; Sharma & Sokal, ). Investigations of teacher self‐efficacy beliefs confirmed that in‐service teachers' perceptions of how efficacious they are in implementing inclusive instructional practices are interlinked to both their attitudes towards inclusion and their classroom behaviour (Forlin et al, ; Malinen et al, ; Sharma et al, ; Takahashi, ; Tschannen‐Moran & Woolfolk Hoy, ). Studies verifying predictors of teacher self‐efficacy in in‐service mainstream teachers stress the role of experience in teaching students with SEN. Malinen et al () in their general education in‐service teacher cross‐country study (China, Finland and South Africa) showed that experience in teaching students with diverse disabilities and SEN was the strongest predictor of teachers' self‐efficacy in all countries.…”

Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales

“…Furthermore, we provide a deeper model of the relationship of the personal factors to each other by developing a combined model, which allows for the direct comparison of the covariation between scores on each instrument. This is an improvement upon the work of past studies where mainly only sum or average scores of instruments results were compared (Forlin, Sharma and Loreman, ; Loreman, Sharma and Forlin, ; Sokal, Woloshyn and Funk‐Unrau, ). Lastly, we compare survey results of pre‐service teachers training for special education with those to be general teachers, and we provide one of the first assessments of measurement invariance of these instruments across these groups, which is required for any comparison of instrument scores to be valid.…”

Solomon Islands school leaders readiness for inclusive education

“…It is evident from this research that training for school leaders needs to go beyond these. Completing a course that incorporates these three areas may lead to more positive attitudes and increased confidence about inclusive education (Forlin, Sharma, and Loreman 2013), but it will not address the difficulties faced by leaders who find developing collegial relationships challenging and who have traditionally led by using an autocratic approach. It would seem very important that future inclusive leaders in the Solomon Islands are able to access training specifically designed to address their role of leadership with implementing and sustaining inclusive education, if they are to be expected to enable effective inclusive practices within their schools.…”

“…The questions formulated from a literature review (e.g Forlin, Sharma, and Loreman 2013;Loreman, Deppeler, and Harvey 2011;Puamau 2007;Sharma 2010Sanga and Maneipuri 2002),.…”