Examinando por Autor "Venegas Zurita, Karla"

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    Do pre-service teachers of english feel ready to teach in inclusive classrooms? a Chilean study of teaching self-efficacy
    (Universidad Andrés Bello, 2016) Venegas Zurita, Karla; Popp Ward, Jennie; Facultad de Humanidades y Educación; Escuela de Educación
    This research reports the results of a Chilean study exploring EFL pre-service teacher data of teaching self-efficacy towards inclusive education. The study offers an exploratory picture of English pre-service teachers’ preparedness to teach in inclusive classrooms in Chile. The sample consists of 40 EFL pre-service teachers who answered a close-questionnaire (TEIP scale) based on self-efficacy perceptions in three dimensions: inclusive instructions, managing behavior and collaboration. Data were collected from three institutions in Chillan. Results indicated that participants had a high level of self-efficacy towards inclusive education. Other aspects regarding teaching self-efficacy for inclusion include the teacher preparation programs, knowledge about inclusion laws and policy, previous interactions with SEN, and prior teaching experience and training working with students with SEN. Implications of this study for further improvement of EFL pre-service teacher initial formation for inclusive education in Chile are discussed.