Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education |
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| Authors: | Susanne Schwab Frank Hellmich Gamze Görel |
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| Affiliation: | 1. University of Wuppertal;2. North‐West University, Vanderbijlpark, South Africa;3. University of Paderborn |
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| Abstract: | This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university. |
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| Keywords: | Self‐efficacy inclusive education measurement invariance teacher education |
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