About this paper

Appears in:
Pages: 1126-1132
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1256

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

HOW INFLUENTIAL IS A CONTINUOUS PROFESSIONAL DEVELOPMENT COURSE ON TEACHER EFFICACY, ATTITUDES AND CONCERNS TOWARDS THE IMPLEMENTATION OF INCLUSIVE CLASSROOM PRACTICES?

E.M. Pace, P. Aiello

University of Salerno (ITALY)
The aim of this study was to gauge the impact of a Continuous Professional Development course on teachers’ levels of efficacy, their attitudes and concerns towards the implementation of inclusive classroom practices.

Three scales were translated and administered prior to the commencement and at the end of the training course: the Teacher Efficacy for Inclusive Practices Scale (Sharma, Loreman and Forlin, 2012), the Concerns about Inclusive Education Scale (Sharma & Desai, 2002) and the Attitudes towards Inclusion Scale (Sharma & Jacobs, 2016). The sample included 150 teachers, with varying levels of teaching experience, who enrolled in this course to obtain the warrant to work as Learning Support Teachers in primary, lower and upper secondary schools. The research, conducted by the Department of Humanities, Philosophy and Education of the University of Salerno, was carried out between January and July 2016.

The theoretical framework underpinning this research project is a combination of theories stemming from psychological and neuroscientific research on the variables affecting teachers’ willingness to take the decision to implement inclusive practices and persevere over time. Bandura’s Social Cognitive Theory (1986), Ajzen’s Theory of Planned Behaviour (1988) and the neuroscientific research conducted by Alain Berthoz on decision making (2003) and his theory of simplexity (2012) aid in providing a possible explanation of the variables, intricately intertwined, that influence teachers’ agency.

The data is currently being analysed. Besides providing information on in-service teachers’ attitudes, concerns and levels of teacher efficacy, the results will offer insight for future course-programme planning. In addition, the translation and validation of these scales may be useful for further research in the domain of teacher professionalism.
@InProceedings{PACE2016HOW,
author = {Pace, E.M. and Aiello, P.},
title = {HOW INFLUENTIAL IS A CONTINUOUS PROFESSIONAL DEVELOPMENT COURSE ON TEACHER EFFICACY, ATTITUDES AND CONCERNS TOWARDS THE IMPLEMENTATION OF INCLUSIVE CLASSROOM PRACTICES?},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1256},
url = {http://dx.doi.org/10.21125/iceri.2016.1256},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {1126-1132}}
TY - CONF
AU - E.M. Pace AU - P. Aiello
TI - HOW INFLUENTIAL IS A CONTINUOUS PROFESSIONAL DEVELOPMENT COURSE ON TEACHER EFFICACY, ATTITUDES AND CONCERNS TOWARDS THE IMPLEMENTATION OF INCLUSIVE CLASSROOM PRACTICES?
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1256
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 1126
EP - 1132
ER -
E.M. Pace, P. Aiello (2016) HOW INFLUENTIAL IS A CONTINUOUS PROFESSIONAL DEVELOPMENT COURSE ON TEACHER EFFICACY, ATTITUDES AND CONCERNS TOWARDS THE IMPLEMENTATION OF INCLUSIVE CLASSROOM PRACTICES?, ICERI2016 Proceedings, pp. 1126-1132.
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