Answers are grounded in this paper and cite their sources.
Against the background of inclusion, teachers' self-efficacy beliefs about inclusive education are particularly relevant to the implementation of inclusive teaching. The present study focuses on how general and subject-specific (in this case geography-specific) constructs influence the self-efficacy beliefs of prospective geography teachers about inclusive geography teaching. A survey of prospective geography teachers measured self-efficacy beliefs about inclusive geography teaching (SEB-IGT), beliefs about inclusive geography teaching (B-IGT), general self-efficacy beliefs about teaching (SEB-T), and general attitudes towards inclusive education (A-IE). Assumptions regarding the relationships between the SEB-IGT and the other constructs under consideration were conceptualized theoretically and empirically. Structural equation modelling was utilized to assess the hypothesized impacts on the SEB-IGT. The findings revealed that the geography-specific B-IGT exerts the strongest positive effect on the SEB-IGT. It follows that the subject-specific constructs under consideration exert a more important influence on the geography- and inclusion-related SEB-IGT than the more general constructs.
No takes yet. Share an insight, caveat, or question.
Winklmaier et al. (2025) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: