A Comprehensive Review of the Concept, Influencing Factors, and Strategies for Enhancing Teacher Efficacy in Inclusive Education_Vol. 1 No. 4 (JNSE 2024)_Journal of Natural Science Education (ISSN: 3005-5792)

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A Comprehensive Review of the Concept, Influencing Factors, and Strategies for Enhancing Teacher Efficacy in Inclusive Education

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DOI: https://doi.org/10.62517/jnse.202417410

Author(s)

Wenjing Sun

Affiliation(s)

Faculty of Education, Southwest University, Chongqing, China

Abstract

The rapid global development of inclusive education has drawn substantial academic interest, yet issues such as substandard quality and "merely sitting in regular classes" within classrooms persist. The success of educational practice is crucial in any teaching context, particularly within inclusive education. To elevate the quality of inclusive education, it is essential to first focus on improving the quality of inclusive teaching practices, and the cornerstone of this improvement is enhancing teacher efficacy in inclusive education. This review addresses three critical questions: "What defines teacher efficacy in inclusive education?", "What factors affect this efficacy?", and "How can teacher efficacy in inclusive education be improved?". By exploring these dimensions—definition, influencing factors, and improvement strategies—this study aims to provide both theoretical insights and practical guidance for teachers seeking to implement effective inclusive education.

Keywords

Learning in Regular Classroom; Inclusive Education; Teachers for Inclusive Education; Teacher Efficacy; Efficacy in Inclusive Education

References

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