6533b874fe1ef96bd12d61f9
RESEARCH PRODUCT
Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices
Hannu SavolainenYada Akiesubject
Self-efficacyService (business)attitudesinclusive education05 social scienceseducation050301 educationSample (statistics)asenteetbehavioral disciplines and activitiesTeacher educationomatoimisuusEducationJapanese teachersPedagogymental disordersta5160501 psychology and cognitive sciencesPsychologyself-efficacy0503 education050104 developmental & child psychologydescription
Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education. peerReviewed
year | journal | country | edition | language |
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2017-05-01 |