Exploring factors that influence beginning teachers’ self-efficacy to teach in diverse classrooms
Teacher self-efficacy for teaching in diverse classrooms is an important factor in the successful implementation of inclusion. Quantitative examinations of teacher self-efficacy have found the construct to be correlated with both contextual and teacher-related factors. In-depth qualitative explorati...
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| Format: | Others |
| Language: | English en |
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2021
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| Online Access: | http://hdl.handle.net/1828/13560 |