University of Cambridge > Talks.cam > Faculty of Education Research Students' Association (FERSA) Lunchtime Seminars 2014-2015 > Teachers’ Sense of Self-efficacy in an Inclusive Classroom: A Mixed Methods Analysis in Two Secondary Schools

Teachers’ Sense of Self-efficacy in an Inclusive Classroom: A Mixed Methods Analysis in Two Secondary Schools

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Come engage in a comparison of teachers’ sense of effectiveness within their inclusive classroom. My study specifically explores how effective teachers feel in promoting student collaboration, classroom/behaviour management, implementing cognitive strategies, and differentiating lessons according to the needs of his/her students. It builds on previous research from 2013, which explored quantitative results of teachers’ self-efficacy in an inclusive classroom in various countries using China, Finland, and South Africa (Malinen et al.).

Research Questions: •To what extent do teachers currently working in an inclusive classroom rate their personal sense of self-efficacy? •What elements of their teaching experience make them feel more or less effective?

Methodology: •With fitted guidance from Phenomenography and Constructivism. •Use of two case studies-two “free” secondary schools in the United States. •A questionnaire and interview completed with 11 teachers. •Use of descriptive analysis of the questionnaire, and coding of the interview transcripts for full data analysis.

This talk is part of the Faculty of Education Research Students' Association (FERSA) Lunchtime Seminars 2014-2015 series.

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