INCLUSIVE EDUCATIONAL PRACTICES AND THE SELF-EFFICACY OF HIGH SCHOOL BIOLOGICAL SCIENCES TEACHERS
Keywords:
Secondary school teachers; inclusive pedagogical practice; teacher self-efficacy.Abstract
The aim of this study was to analyze the perceived self-efficacy of high school biology teachers in inclusive educational practices, and more specifically to identify the difficulties and challenges encountered by biology teachers in inclusive practices, using a qualitative-quantitative approach. Eight biology teachers from state schools located in Belém - Pará, in the northern region of Brazil, selected from a non-random convenience sample, took part in the study. The data collection instruments used were a questionnaire to characterize the participants and a structured individual interview script. A word cloud was chosen, using the IRaMuTeQ software. The main results were related to the lack of specific training to work with Special and Inclusive Education, especially when it comes to students with Autism Spectrum Disorder, which is reflected in adaptations of materials and activities, as well as a lack of ability to work with deaf students. In view of this, the results found contributed to understanding the teachers' view of their self-efficacy beliefs in inclusive educational practices.
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