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Publication Details
AFRICAN RESEARCH NEXUS
SHINING A SPOTLIGHT ON AFRICAN RESEARCH
social sciences
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Teaching and Teacher Education, Volume 33, Year 2013
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Description
The purpose of this study was to explain teachers' perceived efficacy for teaching in inclusive classrooms by using a sample of 1911 in-service teachers from China, Finland, and South Africa. Bandura's theory of self-efficacy was used as a starting point to develop distinct models for each country. We found that in all countries, experience in teaching students with disabilities was the strongest predictor of self-efficacy, while the predictive power of other variables differed from country to country. Our findings illustrate ways to improve teacher education to respond better to the challenges set by the global inclusive education movement. © 2013 Elsevier Ltd.
Authors & Co-Authors
Malinen, Olli Pekka
Finland, Kuopio
Itä-suomen Yliopisto
Savolainen, Hannu
Finland, Kuopio
Itä-suomen Yliopisto
Engelbrecht, Petra
United Kingdom, Canterbury
Canterbury Christ Church University
Xu, Jiacheng
China, Beijing
Beijing Union University
Nel, Mirna
South Africa, Potchefstroom
North-west University
Nel, Norma Margaret
South Africa, Pretoria
University of South Africa
Tlale, Lloyd Daniel Nkoli
South Africa, Pretoria
University of South Africa
Statistics
Citations: 213
Authors: 7
Affiliations: 5
Identifiers
Doi:
10.1016/j.tate.2013.02.004
ISSN:
0742051X
Study Locations
South Africa