Caracterização da autoeficácia docente na inclusão de estudantes de educação especial

Abstract

Teacher self-efficacy plays a fundamental role in the effective achievement of an inclusive educational environment, where teachers must feel confident in their ability to teach students with special educational needs within a regular classroom. This study aims to find out about teachers' levels of self-efficacy in inclusive practices. This study is a characterization survey with a quantitative approach involving teacher self-efficacy. The participants in this study were 110 teachers, 77 of whom were female and 33 male, with ages ranging from 26 to 62. The Teacher Self-Efficacy Scale for Inclusive Practices (EEDPI) was used to measure teacher self-efficacy. The results indicate that the majority of teachers have a high level of teaching self-efficacy. However, a proportion of them have difficulties when it comes to planning and collaborating in inclusive contexts. These findings highlight the need for continuous professional development to address these issues.