All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacherbehaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.
Table des matières
Acknowledgement.- List of Figures.- List of Tables.- Acronyms and Abbreviations.- Introduction.- Preservice Teacher Self-Efficacy Beliefs: An Opportunity to Generate “Good Research” in the Asia-Pacific Region.- The Mediating Role of Collective Teacher Efficacy Beliefs in the Relationship between School Climate and Teacher Self-Efficacy across Mainstream and Special Needs Schools.- Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms.- Teaching Efficacy Belief as a New Paradigm for Teacher Career Development and Professionalism in Korea.- A Comparative Study of Early Childhood Teacher Self-Efficacy for Arts Education in Australia and Oman.- Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context.- Teacher Self-Efficacy and Junior Secondary: Exploring a Moment of Reform in Queensland Schools.- Teacher Efficacy Research in Mainland China.- About the Contributors.