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Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms

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Asia-Pacific Perspectives on Teacher Self-Efficacy

Abstract

Teaching in the inclusive classroom is complex. One construct that relates closely to the teaching practices is self-efficacy of teachers. Teachers with a high sense of inclusive teaching efficacy tend to create classroom environments where students with a range of abilities and learning styles succeed. Research on inclusive teacher efficacy construct is relatively new and gaining significant attention by researchers worldwide. This chapter provides an overview of self-efficacy in general. The chapter then provides a detailed description of inclusive teacher efficacy, how the construct is measured and some prominent findings. A key focus of the chapter is to review research on inclusive teaching efficacy within the Asian context with possible implications of the research for policy makers and researchers in Asia and beyond.

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Authors and Affiliations

  1. Faculty of Education, Monash University, Australia

    Umesh Sharma

  2. Faculty of Education, Monash University, Australia

    Sindu George

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  1. Umesh Sharma
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  2. Sindu George
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Editors and Affiliations

  1. University of Gothenburg, Sweden

    Susanne Garvis

  2. Griffith University, Australia

    Donna Pendergast

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Sharma, U., George, S. (2016). Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms. In: Garvis, S., Pendergast, D. (eds) Asia-Pacific Perspectives on Teacher Self-Efficacy. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-521-0_3

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  • DOI: https://doi.org/10.1007/978-94-6300-521-0_3

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