The present research investigates Macau SAR teachers’ perceptions on the professional training preparing them for inclusive education. The study’s objective was specifically to examine the impact of teacher training on teacher self-efficacy in managing student behaviour, working collaboratively, providing inclusive instructions and teaching and learning strategies for students with special education needs (SEN). Results specified that knowledge of legislation and policy, confidence and experience in teaching students with SEN were significant predictors of teacher self-efficacy. The implications are in relation to how training programs for inclusive education can uphold teachers’ competences to become highly effective inclusive practitioners in continued programs of up skilling that addresses the specific aspects of working with SEN that perceived self-efficacy need to be addressed. Copyright © 2019 All Academic, Inc.
|Publication status||Published - Apr 2018|