Improving teachers' self-efficacy for inclusive practices in Macau, China

Chih Nuo Grace CHAO; Kuen Fung SIN

Improving teachers' self-efficacy for inclusive practices in Macau, China

Chih Nuo Grace CHAO
, Kuen Fung SIN

Department of Special Education and Counselling (SEC)

Research output: Contribution to conference › Papers

Abstract

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.

Original language	English
Publication status	Published - Apr 2018
Event	2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education" - New York, United States Duration: 13 Apr 2018 → 17 Apr 2018 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2018-Annual-Meeting

Conference

Conference	2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"
Abbreviated title	AERA 2018
Country/Territory	United States
City	New York
Period	13/04/18 → 17/04/18
Internet address	https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2018-Annual-Meeting

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

@conference{83ec16bd1a8540f4bdaccc8347b21dba,

title = "Improving teachers' self-efficacy for inclusive practices in Macau, China",

abstract = "The present research investigates Macau SAR teachers{\textquoteright} perceptions on the professional training preparing them for inclusive education. The study{\textquoteright}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{\textquoteright} 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 {\textcopyright} 2019 All Academic, Inc.",

author = "CHAO, \{Chih Nuo Grace\} and SIN, \{Kuen Fung\}",

year = "2018",

month = apr,

language = "English",

note = "2018 Annual Meeting of American Educational Research Association: {"}The Dreams, Possibilities, and Necessity of Public Education{"}<br/>, AERA 2018 ; Conference date: 13-04-2018 Through 17-04-2018",

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}

TY - CONF

T1 - Improving teachers' self-efficacy for inclusive practices in Macau, China

AU - CHAO, Chih Nuo Grace

AU - SIN, Kuen Fung

PY - 2018/4

Y1 - 2018/4

N2 - 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.

AB - 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.

M3 - Papers

T2 - 2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"<br/>

Y2 - 13 April 2018 through 17 April 2018

ER -

Improving teachers' self-efficacy for inclusive practices in Macau, China

Abstract

Conference

UN SDGs

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