0000000001217990
AUTHOR
Akie Yada
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collective efficacy significantly predicted their behaviour. The number of students with attention or behavioural problems has an indirect negative effect on teacher behaviour, mediated by teacher self-efficacy. peerReviewed
Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms
This descriptive case study examined how teaching practices were evidenced in Grade 1 classrooms in two different cultural and educational contexts, Finland and Japan. Teachers’ teaching practices were video-recorded in 53 classrooms in Finland and six classrooms in Japan and rated with the Early Childhood Classroom Observation Measure by trained investigators. Four Finnish teachers and two Japanese teachers having the highest scores in either child-centered or teacher-directed practices were selected for a descriptive case study to take a closer look at how teaching practices in terms of management, climate, and instruction are evidenced in authentic classroom situations. The analysis reve…
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
Abstract This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted correlation coefficient between teachers’ self-efficacy and attitudes as r ¯ = 0.35 (CI = 0.31-0.39). The between-study variations were not associated with hypothesized publication and sample characteristics. However, the self-efficacy me…
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted correlation coefficient between teachers’ self-efficacy and attitudes as r¯ = 0.35 (CI = 0.31-0.39). The between-study variations were not associated with hypothesized publication and sample characteristics. However, the self-efficacy measurement m…
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland : A comparative study using multi-group structural equation modelling
This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive education train…
Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for self-efficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to their resilie…
共主体が育まれる学習環境の検討 ～フィンランドにおける対話による示唆～[What is a learning environment that creates co-agency? : Implications from dialogue in Finland]
本研究の目的は，保育の場で，OECD(経済協力開発機構)が示すco-agencyをモデルとした共主体が育 まれる学習環境についての検討を行うことである．そこで，フィンランドの福祉・健康・教育システムを支 えるネウボラとパイヴァコティ（デイケア）で，ネウボラナース（保健師及び助産師），保育者，保護者， 子どもが対話を通して共主体として機能していることを明らかにした．また，モノやコト，人が発信する情 報を人が受け取ることで，そこに価値を見いだして行動することができる場や状況が学習環境として有用で あることが示唆された. nonPeerReviewed
Japanese in-service teachers' attitudes towards inclusive education and self-efficacy for inclusive practices
Although inclusive education has become mainstream in global educational policy, its implementation in national educational policies and in actual practice is often prob-lematic. In Japan, for example, inclusion is relatively new concept for teachers and the overall support system for children with disabilities is underdeveloped. Previous stud-ies suggested that teachers needed to adopt positive attitudes towards inclusive educa-tion and to have high self-efficacy for inclusive practices if they want to become ef-fective inclusion teachers. The purpose of this study is to examine Japanese teachers’ attitudes towards the implementation of inclusive education and self-efficacy for in-clusive …