Measuring Teacher Efficacy to Build Capacity for Implementing Inclusive Practices in an Australian Primary School

Autor/inn/en	McGarrigle, Lisa; Beamish, Wendi; Hay, Stephen
Titel	Measuring Teacher Efficacy to Build Capacity for Implementing Inclusive Practices in an Australian Primary School
Quelle	In: International Journal of Inclusive Education, 27 (2023) 7, S.771-784 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGarrigle, Lisa) ORCID (Beamish, Wendi) ORCID (Hay, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1867657
Schlagwörter	Teacher Evaluation; Self Efficacy; Capacity Building; Inclusion; Elementary School Teachers; Foreign Countries; Urban Schools; Teacher Attitudes; Curriculum Implementation; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Self-efficacy; Selbstwirksamkeit; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Teachers play a critical role in the implementation of inclusive education in their schools. In this paper, we report on a study that investigated teacher perceptions of their capabilities to implement effective inclusive practices in their classrooms at an urban, primary (elementary) school in south-east Queensland, Australia. Participating teachers (n = 48) responded to an online survey that contained two open-ended questions that focused on understandings and beliefs about inclusive practices, together with the Teacher Efficacy for Inclusive Practices (TEIP) scale Sharma, Loreman, and Forlin [2012. "Measuring Teacher Efficacy to Implement Inclusive Practices." "Journal of Research in Special Educational Needs" 12 (1): 12-21]. Responses to the open-ended questions revealed that teachers were positively disposed towards the enactment of inclusive practices in their school. Teachers also reported high levels of efficacy across items on the TEIP scale, indicating that they were mainly confident in implementing inclusive practices in their classrooms. They showed highest levels of uncertainty for items related to involving parents in school activities and informing others about inclusion legislation and policies. Implications for targeted teacher professional learning at school and systemic levels are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01