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SUMMARY:Teachers’ Sense of Self-efficacy in an Inclusive Classroom: A Mi
 xed Methods Analysis in Two Secondary Schools - Rachel McCallister\, Facul
 ty of Education
DTSTART:20150506T120000Z
DTEND:20150506T130000Z
UID:TALK59396@talks.cam.ac.uk
CONTACT:Heyi Zhang
DESCRIPTION:Come engage in a comparison of teachers’ sense of effectiven
 ess within their inclusive classroom. My study specifically explores how e
 ffective teachers feel in promoting student collaboration\, classroom/beha
 viour 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’ s
 elf-efficacy in an inclusive classroom in various countries using China\, 
 Finland\, and South Africa (Malinen et al.).\n\nResearch Questions: \n•T
 o what extent do teachers currently working in an inclusive classroom rate
  their personal sense of self-efficacy?\n•What elements of their teachin
 g experience make them feel more or less effective?\n\nMethodology:\n•Wi
 th fitted guidance from Phenomenography and Constructivism.\n•Use of two
  case studies-two “free” secondary schools in the United States. \n•
 A questionnaire and interview completed with 11 teachers.\n•Use of descr
 iptive analysis of the questionnaire\, and coding of the interview transcr
 ipts for full data analysis.
LOCATION:Room 2S4\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge CB2 8PQ
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