Which Inclusive Teaching Tasks Demand the Highest Teacher Efficacy in Primary and Secondary Schools?

Main Content

Author(s):

Kuen Fung Sin(presenting / submitting)Chih Nuo Chao Tsz Tsun Lai Mingxia JI

Conference:

ECER 2017

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 10 E, Teacher Efficacy, Movement and Well-being

Paper Session

Time:

2017-08-24

15:30-17:00

Room:

K5.02

Chair:

Rachel Shanks

Contribution

Inclusive education has become an important long-term goal in education policies and reforms in many countries. Inclusion refers to educating children with special education needs (SEN) according to their specific needs in regular schools that they would attend if they did not have a disability (Rafferty, Boettcher & Griffin; 2001). Typical daily teaching practices include the use of inclusive instructions, managing student behavior, as well as collaborating with others in the context of inclusive education. Implementation of inclusive education has been reported to be highly challenging to teachers.

There is very little knowledge about demands on teachers in relation to specific inclusive teaching tasks and the related efficacy level. We initiated the present study with an aim to derive the hierarchy of inclusive teaching tasks in terms of demanded teacher efficacy for primary and secondary school teachers.

Method

The hierarchy of inclusive teaching tasks in terms of teacher efficacy required was constructed using Rasch rating scale model. The sample consisted of 536 in-service teachers (212 primary and 324 secondary school teachers) who attended a teacher professional development course. Measuring instrument used was the Teacher efficacy in inclusive practices (TEIP) (Sharma, Loreman & Forlin, 2012), which consists of three aspects of inclusive teaching, namely using inclusive instruction, collaboration and dealing with managing behaviors. There are 18 items in TEIP; for each item a six-point Likert rating scale from ‘strongly disagree=1’ to ‘strongly agree=6’ was used. The questionnaire was self-administered and completed by the participating teachers at the beginning of the training sessions. The Rasch analytic framework was employed to estimate the level of teacher efficacy required for each domain using Winsteps 3.81.0 (Linacre, 2014).

Expected Outcomes

It was found that collaboration tasks demanded the highest level of teacher efficacy in both primary and secondary school teachers. Managing behavior required the lowest level of teacher efficacy but slightly more in primary than in secondary school teachers. In this study, a more reliable hierarchy of tasks has been established. Results of the study also indicate that teacher training regarding inclusive practices should be revised and refined and specific to school level, i.e., primary or secondary. Future research could focus more on 3-way collaborations between school, parents and the community. Through achieving these, a bigger impact on the educational system could be made for enhancing future teacher training and ultimately benefit different stakeholders in our pursuit of inclusive education.

References

Linacre, J. M. (2014). Winsteps® Rasch measurement computer program. Beaverton, Oregon: Winsteps.com. Miles, S., & Singal, N. (2009). The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education. Retrieved from http://0-www.tandfonline.com.edlis.ied.edu.hk/doi/abs/10.1080/13603110802265125 Rafferty, Y., Boettcher, C., & Griffin, K. W. (2001). Benefits and Risks of Reverse Inclusion for Preschoolers With and Without Disabilities: Parents’ Perspectives. Journal of Early Intervention, 24(4), 266–286. http://doi.org/10.1177/105381510102400403 Sharma, U., Loreman, T. & Forlin, C. (2012) ‘Measuring teaching efficacy to implement inclusive practices.’ Journal of Research in Special Education Needs, 12, pp. 12–21.

Author Information

Kuen Fung Sin (presenting / submitting)

The Education University of Hong Kong

Special Education and Counselling

Hong Kong

Chih Nuo Chao

The Education University of Hong Kong, Hong Kong S.A.R. (China)

Tsz Tsun Lai

The Education University of Hong Kong, Hong Kong S.A.R. (China)

Mingxia JI

The Education University of Hong Kong, Hong Kong S.A.R. (China)

Note on Chairpersons

Some networks have already started to plan their chairperson(s).

But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.

Meanwhile, thank you for your patience.

Programme by Networks, ECER 2021

00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)

Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Network 2. Vocational Education and Training (VETNET)

Network 3. Curriculum Innovation

Network 4. Inclusive Education

Network 5. Children and Youth at Risk and Urban Education

Network 6. Open Learning: Media, Environments and Cultures

Network 7. Social Justice and Intercultural Education

Network 8. Research on Health Education

Network 9. Assessment, Evaluation, Testing and Measurement

Network 10. Teacher Education Research

Network 11. Educational Effectiveness and Quality Assurance

Network 12. LISnet - Library and Information Science Network

Network 13. Philosophy of Education

Network 14. Communities, Families and Schooling in Educational Research

Network 15. Research Partnerships in Education

Network 16. ICT in Education and Training

Network 17. Histories of Education

Network 18. Research in Sport Pedagogy

Network 19. Ethnography

Network 20. Research in Innovative Intercultural Learning Environments

Network 22. Research in Higher Education

Network 23. Policy Studies and Politics of Education

Network 24. Mathematics Education Research

Network 25. Research on Children's Rights in Education

Network 26. Educational Leadership

Network 27. Didactics – Learning and Teaching

Network 28. Sociologies of Education

Network 29. Reserach on Arts Education

Network 30. Research on Environmental und Sustainability Education

Network 31. Research on Language and Education (LEd)

Network 32. Organizational Education

Network 33. Gender and Education

Additional Events

Emerging Researchers' Conference

The programme is updated regularly (each day in the morning)

Marginal Content

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.

Session Information

Contribution

Method

Expected Outcomes

References

Author Information

Note on Chairpersons

Programme by Networks, ECER 2021

Search the ECER Programme

Navigation

Info for