Cargando…

Special Education Teachers: The Role of Autonomous Motivation in the Relationship between Teachers’ Efficacy for Inclusive Practice and Teaching Styles

Research on special education teachers has increased in recent years. However, few studies have investigated factors related to teachers’ preference for a specific style in inclusive education. For this reason, the aim of this cross-sectional study is to investigate the mediating role of autonomous...

Descripción completa

Detalles Bibliográficos
Autores principales:	Passanisi, Alessia, Buzzai, Caterina, Pace, Ugo
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	MDPI 2022
Materias:	Article
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9518013/ https://www.ncbi.nlm.nih.gov/pubmed/36078634 http://dx.doi.org/10.3390/ijerph191710921

Ejemplares similares

Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education
por: Alnahdi, Ghaleb H., et al.
Publicado: (2021)

Chinese Private Preschool Teachers’ Teaching Readiness and Teacher–Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy
por: Li, Hui, et al.
Publicado: (2023)

Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience
por: Triviño-Amigo, Natalia, et al.
Publicado: (2022)

The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency
por: Xue, Rui, et al.
Publicado: (2023)

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain
por: Navarro-Mateu, Diego, et al.
Publicado: (2020)

Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education
por: L'Estrange, Lyra, et al.
Publicado: (2023)

Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training
por: Granero-Gallegos, Antonio, et al.
Publicado: (2022)

The Relationship Between Preschool Inclusive Education Teachers’ Organizational Support and Work Engagement: The Mediating Role of Teacher Self-Efficacy
por: Jiao, Chunlan, et al.
Publicado: (2022)

Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching
por: Barni, Daniela, et al.
Publicado: (2019)

The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar
por: Hassanein, Elsayed E.A., et al.
Publicado: (2021)

Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate
por: López-García, Ginés D., et al.
Publicado: (2022)

Support, Inclusion, and Special Education Teachers' Attitudes toward the Education of Students with Autism Spectrum Disorders
por: Rodríguez, Isabel R., et al.
Publicado: (2012)

International encyclopedia of teaching and teacher education
Publicado: (1995)

The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher
por: Sim, Sze Hui, et al.
Publicado: (2022)

Teachers’ Mental Health and Their Involvement in Educational Inclusion
por: Salinas-Falquez, Silvia, et al.
Publicado: (2022)

Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms
por: Lindner, Katharina-Theresa, et al.
Publicado: (2021)

Relationship between Principals’ Leadership Styles and Teachers’ Behavior
por: Hoque, Kazi Enamul, et al.
Publicado: (2023)

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement
por: Filippello, Pina, et al.
Publicado: (2019)

Motivating learners, motivating teachers : building vision in language education
por: Dörnyei, Zoltan
Publicado: (2014)

The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach
por: Van Doren, Nele, et al.
Publicado: (2021)

Teacher education as a laboratory for developing teaching approaches—a collaboration between teacher educators, student teachers, and local schools
por: Nielsen, Birgitte Lund, et al.
Publicado: (2021)

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers
por: Minghui, Lu, et al.
Publicado: (2018)

Effect of Resilience on the Mental Health of Special Education Teachers: Moderating Effect of Teaching Barriers
por: Zhang, Min, et al.
Publicado: (2020)

General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies
por: Bolourian, Yasamin, et al.
Publicado: (2021)

Education for all in action: Measuring teachers’ competences for inclusive education
por: Vantieghem, Wendelien, et al.
Publicado: (2023)

Constructing inclusive teacher identity in a Finnish international teacher education programme: Indonesian teachers' learning and post-graduation experiences
por: Zen, Satia, et al.
Publicado: (2023)

Attitudes of Primary School Teachers Toward Inclusive Education
por: Radojlovic, Jasmina, et al.
Publicado: (2022)

A qualitative study into the personal factors influencing secondary school teachers’ motivating styles
por: Liu, Woon Chia, et al.
Publicado: (2023)

Implementing digital neuroscience in special-needs-teacher education: exploring student-teachers’ multifaceted learning outcomes related to teaching children with neurodevelopmental disorders
por: Frei-Landau, Rivi, et al.
Publicado: (2023)

Linking educational leadership styles to the HR architecture for new teachers in primary education
por: Vekeman, Eva, et al.
Publicado: (2016)

Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach
por: Escriva-Boulley, Géraldine, et al.
Publicado: (2021)

THE LEARNING STYLES OF PRE-SERVICE TEACHERS /
por: Fernàndez Cruz, Erika Beatrìz
Publicado: (2021)

Work-related musculoskeletal disorders and ergonomic risk factors in special education teachers and teacher’s aides
por: Cheng, Hsin-Yi Kathy, et al.
Publicado: (2016)

Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers
por: Arcangeli, Laura, et al.
Publicado: (2020)

Teaching microelectronics to teachers
Publicado: (1986)

Spanish Physical Education Teachers’ Perceptions about Their Preparation for Inclusive Education
por: Rojo-Ramos, Jorge, et al.
Publicado: (2022)

Updating perspectives on English language teaching and teacher education
por: Peter Lang GmbH
Publicado: (2018)

Motivation to teach and preparedness for teaching among preservice teachers in China: The effect of conscientiousness and constructivist teaching beliefs
por: Huang, JiaLi, et al.
Publicado: (2023)

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students
por: Magyar, Andrea, et al.
Publicado: (2020)

Influence of Social Support on Teachers' Attitudes Toward Inclusive Education
por: Desombre, Caroline, et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_cteasri6cv2mmc5gj0dfc1sjft