The studies on Self-Efficacy, for about twenty years, have been affecting, with many difficulties, the educationalcontext; recently, the focus of research has moved on the teacher. The beliefs that teachers have about theirSelf-Efficacy influence, not only the way they work, but above all the learning outcomes and the sense of selfefficacy of their students. Teachers' perception of self-efficacy in building inclusive learning environmentsundoubtedly takes on a very important role.This contribution investigates this construct within a sample of 503 students attending the course ofSpecialization for Educational Support Activities for pupils with disabilities, held at the University of Palermo(4th edition) considering any incidence of variables such as qualifications, previous teaching experiences in thefield of support education, and self-efficacy in the use of teaching technologies.
|Numero di pagine||15|
|Rivista||PEDAGOGIA E VITA|
|Stato di pubblicazione||Published - 2020|