Cargando…

The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency

INTRODUCTION: Teachers’ inclusive education competency is the key to the successful implementation of inclusive education. Under the background of China’s vigorous development of inclusive education, the influence mechanism of inclusive education competency of Chinese physical education teachers has...

Descripción completa

Detalles Bibliográficos
Autores principales:	Xue, Rui, Chai, Hongqin, Yao, Lei, Fu, Wangqian
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2023
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9951816/ https://www.ncbi.nlm.nih.gov/pubmed/36844292 http://dx.doi.org/10.3389/fpsyg.2023.1079853

Ejemplares similares

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

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

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

A Review of Teachers' Sentiments and Attitudes in Inclusive Education in China
por: Yang, Min, et al.
Publicado: (2021)

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

Fostering Teachers’ Multicultural Competence for Chinese Ethnic Minority Education: An Analysis of Teacher Education Programmes, Syllabuses and Teacher Educator Perceptions
por: Wang, Wei
Publicado: (2022)

Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia
por: Alhumaid, Majed M., et al.
Publicado: (2022)

Barriers general education teachers face regarding the inclusion of students with autism
por: Al Jaffal, Mohammed
Publicado: (2022)

Inclusive Education in Primary and Secondary School: Perception of Teacher Training
por: Triviño-Amigo, Natalia, et al.
Publicado: (2022)

Revalidation of preservice physical education teacher’s teacher identity scale in Chinese physical education student teachers
por: Yang, Anlu, et al.
Publicado: (2023)

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

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

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

Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion
por: Gentile, Ambra, et al.
Publicado: (2023)

Validation of a Physical Education Teachers’ Self-Efficacy Instrument Toward Inclusion of Students With Disabilities
por: Reina, Raúl, et al.
Publicado: (2019)

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)

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

Exploring Factors Link to Teachers’ Competencies in Entrepreneurship Education
por: Huang, Yangjie, et al.
Publicado: (2020)

Closeness, Conflict, and Culturally Inclusive Pedagogy: Finnish Pre- and In-service Early Education Teachers’ Perceptions
por: Yang, Wenwen, et al.
Publicado: (2022)

Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme
por: Nantongo, Proscovia S.
Publicado: (2019)

Book Review: The Educator's Guide to LGBT+ Inclusion: A Practical Resource for K-12 Teachers, Administrators, and School Support Staff
por: Chan, Alex Siu Wing
Publicado: (2021)

Emotional Intelligence and Well-Being of Special Education Teachers in China: The Mediating Role of Work-Engagement
por: Fu, Wangqian, et al.
Publicado: (2021)

Subjective Well-being of Special Education Teachers in China: The Relation of Social Support and Self-Efficacy
por: Fu, Wangqian, et al.
Publicado: (2022)

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

The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All
por: Leijen, Äli, et al.
Publicado: (2021)

Teachers’ agency and online education in times of crisis
por: Damşa, Crina, et al.
Publicado: (2021)

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments
por: Rodríguez-Oramas, Alfonso, et al.
Publicado: (2021)

The role of emotions in educational processes: the conceptions of teacher educators
por: Bachler, Rodolfo, et al.
Publicado: (2023)

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

To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?
por: Navarro-Mateu, Diego, et al.
Publicado: (2019)

Building Teachers' Resilience: Practical Applications for Teacher Education of China
por: Wang, Yi
Publicado: (2021)

EFL teachers' perceptions and attitudes regarding inclusive education in regular classrooms: /
por: Bretón Velasco, Karla Janette
Publicado: (2015)

Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions
por: Valle-Flórez, Rosa-Eva, et al.
Publicado: (2022)

Teachers’ Attitudes Towards Inclusive Education: a Cross-National Exploration
por: Charitaki, Garyfalia, et al.
Publicado: (2022)

Primary and secondary pre-service teachers’ attitudes towards inclusive education
por: Boyle, Christopher, et al.
Publicado: (2023)

Exploring Senior Phase teachers’ competencies in supporting learners with specific learning difficulties: Implications for inclusive education
por: Mavuso, Mubi F.
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)

Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland
por: Zwane, Sifiso L., et al.
Publicado: (2018)

Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program
por: Chen, Yu-Lun, et al.
Publicado: (2021)

Agency as power: An ecological exploration of an emerging language teacher leaders’ emotional changes in an educational reform
por: Gao, Yuan, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_iu8blqjh97sadtsu83lpdb30r7