Abstract
This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education. Copyright © 2017 Elsevier Ltd. All rights reserved.
| Original language | English |
|---|---|
| Pages (from-to) | 360-369 |
| Journal | Teaching and Teacher Education |
| Volume | 66 |
| Early online date | May 2017 |
| DOIs | |
| Publication status | Published - Aug 2017 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 5 Gender Equality -
SDG 10 Reduced Inequalities
Keywords
- Inclusive education
- Hong Kong
- Teacher self-efficacy
- Teacher training
- Special education needs
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