文献类型：期刊文献

英文题名：Exploring teacher self-efficacy for inclusive practices in three diverse countries

作者：Malinen, Olli-Pekka[1];Savolainen, Hannu[1];Engelbrecht, Petra[2];Xu, Jiacheng[3];Nel, Mirna[4];Nel, Norma[5];Tlale, Dan[5]

第一作者：Malinen, Olli-Pekka

通讯作者：Malinen, OP[1]

机构：[1]Univ Eastern Finland, Sch Educ Sci & Psychol, Joensuu 80101, Finland;[2]Canterbury Christ Church Univ, Canterbury CT1 1QU, Kent, England;[3]Beijing Union Univ, Special Educ Coll, Beijing 100075, Peoples R China;[4]North West Univ, Sch Educ Sci, ZA-1900 Vanderbijlpark, South Africa;[5]Univ S Africa, Coll Educ, ZA-0003 Pretoria, South Africa

第一机构：Univ Eastern Finland, Sch Educ Sci & Psychol, Joensuu 80101, Finland

通讯机构：[1]Univ Eastern Finland, Sch Educ Sci & Psychol, POB 111, Joensuu 80101, Finland.

年份：2013

卷号：33

起止页码：34-44

外文期刊名：TEACHING AND TEACHER EDUCATION

收录：;Scopus(收录号：2-s2.0-84875242207);WOS:【SSCI(收录号:WOS:000318134800004)】；

基金：This research was supported by grants from the Finnish Graduate School of Contemporary Asian Studies , the Eemil Aaltonen Foundation , the Oskar ?flund Foundation , and the strategic funding of the University of Eastern Finland .

语种：英文

外文关键词：Self-efficacy; Teachers; Mastery experiences; Inclusive education; International; Cross cultural

摘要：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. (C) 2013 Elsevier Ltd. All rights reserved.