Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion

Detalhes bibliográficos
Autor(a) principal: Dias, Paulo Cesar
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
eng
spa
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456
Resumo: In recent years, much has changed in legislation and practices for an effective inclusive education, in the preparation of schools and in teachers training. However, less research is focused on inclusive practices and teacher sense of efficacy for the implementation of a real inclusive education. This work aims to evaluate the teachers’ sense of efficacy to implement inclusive practices by adapting a scale, with 153 teachers from regular and special education. Results demonstrate good factorial structure and reliability of the scale. Significant differences regarding: personal variables, as gender, age or educational background; professional variables, as teaching experience and contractual status, training and personal experience with children with special needs, were also found. The results and their implications for teacher professional development and research in an inclusive school are discussed.
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spelling Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusionLa autoeficácia de los docentes para implementar practicas inclusivas: aportes para una reflexion sobre la inclusion educativaA autoeficácia dos professores para a implementação de práticas inclusivas: Contributos para uma reflexão sobre a inclusao educativaSpecial educationInclusion; Self-efficacy; Teachers; InstrumentEducacion especialInclusion; Autoeficácia; Profesorado; InstrumentoEducação EspecialInclusao; Autoeficácia; Professores; InstrumentoIn recent years, much has changed in legislation and practices for an effective inclusive education, in the preparation of schools and in teachers training. However, less research is focused on inclusive practices and teacher sense of efficacy for the implementation of a real inclusive education. This work aims to evaluate the teachers’ sense of efficacy to implement inclusive practices by adapting a scale, with 153 teachers from regular and special education. Results demonstrate good factorial structure and reliability of the scale. Significant differences regarding: personal variables, as gender, age or educational background; professional variables, as teaching experience and contractual status, training and personal experience with children with special needs, were also found. The results and their implications for teacher professional development and research in an inclusive school are discussed.En los últimos años, mucho ha cambiado en la legislacion y en las practicas para una escuela inclusiva, pasando por la preparacion de las escuelas y el desarrollo profesional de los docentes. Sin embargo, es menos visible la investigación centrada sobre las practicas inclusivas y el sentido de preparacion de los docentes para una verdadera educacion inclusiva. Con este trabajo se pretende evaluar la percepcion de competencia de los docentes en la implementacion de practicas inclusivas mediante la adaptacion de una escala, con 153 docentes de educacion regular y educacion especial. Los resultados permitieron encontrar una estructura factorial adecuada y buena fidelidad. Se encontraron tambien diferencias en funcion de: variables personales, como el genero, la edad o el nivel educativo; variables profesionales, como tiempo de servicio, situacion contractual, formacion y experiencia personal con los niños con necesidades especiales. Se discuten los resultados y sus implicaciones para el desarrollo profesional docente y la investigación en el campo de la educacion inclusiva.Nos últimos anos, muito mudou em termos de legislação e de práticas para uma escola inclusiva, na preparação das escolas e no desenvolvimento profissional dos docentes. Contudo, e menor a investigação centrada sobre as práticas inclusivas e o sentido de preparação dos professores para uma verdadeira inclusao educativa. Com o presente trabalho pretendemos avaliar a percecao dos professores sobre a sua competencia na implementação de práticas inclusivas atraves da adaptação de uma escala, com 153 docentes do ensino regular e da educação especial. Os resultados permitiram encontrar uma boa estrutura fatorial e fidelidade da escala. Foram encontradas diferencas em funcao de variaveis pessoais como o genero, idade ou habilitacoes literarias, variaveis profissionais como o tempo de servico e situação contratual, assim como formação e experiencia pessoal com criancas com necessidades especiais. Os resultados sao discutidos e as suas implicacoes para o desenvolvimento profissional docente e para a investigação no âmbito da educação inclusiva.Fundação CesgranrioTrabalho financiado ao abrigo do PEsr-OE/FIL/UI0683/2011, da Fundação para a Ciencia e TecnologiaDias, Paulo Cesar2017-02-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/45610.1590/s0104-40362017000100001Ensaio: Avaliação e Políticas Públicas em Educação; v. 25, n. 94 (2017): Revista Ensaio Jan./Mar.; 7-251809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456/609https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456/610https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456/611EuropeActualityNon-probabilisticEuropaPresenteNo probabilisticoEuropaActualidadeNao probabilistica, 153 docentesDireitos autorais 2017 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2017-02-20T20:17:26Zoai:ojs.localhost:article/456Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2017-02-20T20:17:26Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
La autoeficácia de los docentes para implementar practicas inclusivas: aportes para una reflexion sobre la inclusion educativa
A autoeficácia dos professores para a implementação de práticas inclusivas: Contributos para uma reflexão sobre a inclusao educativa
title Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
spellingShingle Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
Dias, Paulo Cesar
Special education
Inclusion; Self-efficacy; Teachers; Instrument
Educacion especial
Inclusion; Autoeficácia; Profesorado; Instrumento
Educação Especial
Inclusao; Autoeficácia; Professores; Instrumento
title_short Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
title_full Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
title_fullStr Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
title_full_unstemmed Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
title_sort Teachers’ self-efficacy toward the implementation of inclusive practices: Contributions for a reflection about school inclusion
author Dias, Paulo Cesar
author_facet Dias, Paulo Cesar
author_role author
dc.contributor.none.fl_str_mv

Trabalho financiado ao abrigo do PEsr-OE/FIL/UI0683/2011, da Fundação para a Ciencia e Tecnologia
dc.contributor.author.fl_str_mv Dias, Paulo Cesar
dc.subject.por.fl_str_mv Special education
Inclusion; Self-efficacy; Teachers; Instrument
Educacion especial
Inclusion; Autoeficácia; Profesorado; Instrumento
Educação Especial
Inclusao; Autoeficácia; Professores; Instrumento
topic Special education
Inclusion; Self-efficacy; Teachers; Instrument
Educacion especial
Inclusion; Autoeficácia; Profesorado; Instrumento
Educação Especial
Inclusao; Autoeficácia; Professores; Instrumento
description In recent years, much has changed in legislation and practices for an effective inclusive education, in the preparation of schools and in teachers training. However, less research is focused on inclusive practices and teacher sense of efficacy for the implementation of a real inclusive education. This work aims to evaluate the teachers’ sense of efficacy to implement inclusive practices by adapting a scale, with 153 teachers from regular and special education. Results demonstrate good factorial structure and reliability of the scale. Significant differences regarding: personal variables, as gender, age or educational background; professional variables, as teaching experience and contractual status, training and personal experience with children with special needs, were also found. The results and their implications for teacher professional development and research in an inclusive school are discussed.
publishDate 2017
dc.date.none.fl_str_mv 2017-02-20
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456
10.1590/s0104-40362017000100001
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456
identifier_str_mv 10.1590/s0104-40362017000100001
dc.language.iso.fl_str_mv por
eng
spa
language por
eng
spa
dc.relation.none.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456/609
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456/610
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/456/611
dc.rights.driver.fl_str_mv Direitos autorais 2017 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2017 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv Europe
Actuality
Non-probabilistic
Europa
Presente
No probabilistico
Europa
Actualidade
Nao probabilistica, 153 docentes
dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 25, n. 94 (2017): Revista Ensaio Jan./Mar.; 7-25
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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