Teachers' Self-Efficacy and impacts on Inclusion: Towards a Training Model for All

Abstract

The paper presents partial data from an ongoing research project aimed at investigating the perception of self-efficacy among special education teachers and the collective efficacy of teachers in schools. National and international studies over the past twenty years have highlighted how teachers’ perceptions of self-efficacy and collective efficacy are closely linked to the development of inclusive practices. The objective of the research is, therefore, to reconsider initial teacher education in order to innovate, in both a transformative and inclusive way, the approaches and methodologies used in specialization courses, as well as in qualification and training programs for all teachers. The study adopts a quantitative approach within a broader mixed-methods research design, using the Teachers’ Efficacy for Inclusive Practices Scale – TEIP (Sharma et al., 2012; Park et al., 2016; Italian translation by Aiello et al., 2016). Results show that self efficacy perceptions significantly improved due to teachers training.