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Perceived Efficacy of Teachers in Macao and Their Alacrity to Engage with Inclusive Education
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Monteiro, Elisa; Kuok, Angus C. H.; Correia, Ana M.; Forlin, Chris; Teixeira, Vitor – International Journal of Inclusive Education, 2019
This paper reports findings of a mixed methods study examining private school teachers' perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students…
Descriptors: Foreign Countries, Teacher Effectiveness, Inclusion, Private Schools
Improving Teaching Self-Efficacy for Teachers in Inclusive Classrooms in Hong Kong
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Chao, Chih Nuo Grace; Forlin, Chris; Ho, Fuk Chuen – International Journal of Inclusive Education, 2016
This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive…
Descriptors: Foreign Countries, Self Efficacy, Teacher Effectiveness, Inclusion
Measuring Teacher Efficacy to Implement Inclusive Practices
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Sharma, Umesh; Loreman, Tim; Forlin, Chris – Journal of Research in Special Educational Needs, 2012
The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in…
Descriptors: Teacher Effectiveness, Self Efficacy, Reliability, Measures (Individuals)
A System-Wide Professional Learning Approach about Inclusion for Teachers in Hong Kong
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Forlin, Chris; Loreman, Tim; Sharma, Umesh – Asia-Pacific Journal of Teacher Education, 2014
This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive…
Descriptors: Foreign Countries, Inclusion, Faculty Development, Attitude Change
Inclusion in Mexico: Ensuring Supportive Attitudes by Newly Graduated Teachers
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Forlin, Chris; Cedillo, Ismael Garcia; Romero-Contreras, Silvia; Fletcher, Todd; Hernandez, Humberto Javier Rodriguez – International Journal of Inclusive Education, 2010
The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training…
Descriptors: Preservice Teacher Education, National Curriculum, Preservice Teachers, Inclusion
Developing Support for Inclusion: A Professional Learning Approach for Teachers in Hong Kong
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Forlin, Chris; Sin, Kuen-fung – International Journal of Whole Schooling, 2010
Professional learning for teachers is important if they are to be prepared for teaching in inclusive classrooms. This is particularly pertinent in Hong Kong where teachers have little personal experience of inclusion and where teaching continues to be didactic and examination oriented. Since Hong Kong implemented a whole school approach to…
Descriptors: Self Efficacy, Foreign Countries, Basic Skills, Inclusive Schools