Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education

Schwab, Susanne; Hellmich, Frank; Görel, Gamze

doi:10.1111/1471-3802.12379

Cited by 38 publications

(35 citation statements)

References 49 publications

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“…However, as Hornby (2015) argue, the main point would be not merely to involve SEN students in mainstream classes, but to design special curricula for children with SEN, which are more appropriate for them with requirements adjusted to their needs. Most other European studies reported such trends (Chitiyo and Brinda, 2018;Schwab et al, 2017;Seçer, 2010). However, the lowest means were recorded in teachers' competences.…”

Section: Discussionmentioning

confidence: 75%

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

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The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N ¼ 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching-and learningrelated factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers' knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

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Section: Discussionmentioning

confidence: 75%

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

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“…Pre-service teachers enrolled in an intensive training in disabilities and inclusion as well as those with extensive experience with students with SEN had significantly higher self-efficacy scores than the group with minimal training and experience (Leyser, Zeiger, and Romi 2011). Other factors also correlated with their self-efficacy for inclusion, including frequency and intensity of contact with people with disabilities (r = .09), the number of semesters of study (r = −.19) and prospective teachers' motivation for working in inclusive education (r = .38) (Schwab, Hellmich, and Görel 2017). Moreover, Hellmich and Görel (2014) found significant relationships between experienced primary teachers' self-efficacy and their attitudes towards inclusion (r = .53) as well as between teachers' self-efficacy and their motivation to deal with inclusive education (r = .49).…”

Section: Factors Associated With Self-efficacy For Inclusive Educationmentioning

confidence: 99%

The self-efficacy of learning and support assistants in the Austrian inclusive education context

Breyer

Wilfling

Leitenbauer

et al. 2019

European Journal of Special Needs Education

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In inclusive education, learning and support assistants (LSAs) play an increasingly prominent role in supporting students with disabilities in regular classrooms. Previous research has identified various factors that influence the implementation of inclusive education, such as collaboration and the self-efficacy beliefs amongst the involved professions. The present cross-sectional study examined the self-efficacy beliefs of 89 Styrian LSAs in interaction with their age, qualification, specialist knowledge and quality of collaboration with teachers. Our findings reveal that Styrian LSAs show a high amount of self-efficacy beliefs. Correlations confirm that their age, knowledge about special education, assessment of feeling qualified based on completed training and the estimated quality of teacher collaboration relate significantly to their self-efficacy beliefs. Further analyses demonstrate that respondents who had completed a degree in social work have the highest sense of self-efficacy and are thus feel best qualified for supporting children with disabilities due to their previous training. In line with earlier research, these findings strengthen the claim for LSAs to receive training that would impact their self-efficacy beliefs, which, in the long run, could increase the likelihood of inclusive educational practices being successfully implemented.

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“…Dapatan kajian lepas telah menjadikan faktor demografi seperti jantina dan pengalaman mengajar faktor penentu kepada peningkatan efikasi kendiri. Misalnya, perbezaan pengalaman mengajar dengan efikasi kendiri (Schwab, Hellmich, & Görel, 2017;Yada, Tolvanen, & Savolainen, 2018) iaitu kurang pengalaman mengajar lebih mencabar untuk mengurus tingkah laku MBK (Monteiro et al, 2018). Namun kajian Kuyini et al, 2018 sedikit berbeza dengan dapatan yang lain iaitu umur dan pengalaman mengajar tidak mempengaruhi efikasi kendiri guru perdana.…”

Section: Pengenalanunclassified

Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

Jongkulin

Talip

Taat

2019

MJSSH

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Kajian ini dijalankan untuk mengenal pasti efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif. Kajian kuantitatif ini menggunakan kaedah tinjauan yang melibatkan 100 orang Guru Prasekolah di Zon Pantai Barat Sabah. Pemboleh ubah kajian telah diuji menggunakan statistik deskriptif dan inferensi dengan menggunakan perisian SPSS (Statistical Package for Social Science version 25.0). Berdasarkan analisis deskriptif, dapatan kajian ini menunjukkan efikasi kendiri Guru Prasekolah secara keseluruhan adalah berada pada tahap tinggi (M=3.7367, SD=.5938) dengan dimensi pengajaran (M=3.8000, SD=.6168) pada tahap paling tinggi diikuti oleh kerjasama (M=3.7417, SD=.6579) serta pengurusan tingkah laku (M=3.6683, SD=.6562). Ujian-t dan ANOVA menunjukkan tidak terdapat perbezaan efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif yang signifikan berdasarkan jantina dan pengalaman mengajar.

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Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education

Cited by 38 publications

References 49 publications

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

The self-efficacy of learning and support assistants in the Austrian inclusive education context

Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

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