You are here:

Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong
ARTICLE

, The Chinese University of Hong Kong ; , The Education University of Hong Kong ; , International Education Consultant, Australia ; , The Education University of Hong Kong

TATE Volume 66, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education.

Citation

Chao, C.N.G., Chow, W.S.E., Forlin, C. & Ho, F.C. (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education: An International Journal of Research and Studies, 66(1), 360-369. Elsevier Ltd. Retrieved August 10, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.05.004

Keywords