Teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho
| Autor: | Mahlape Tseeke |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | South African Journal of Education, Vol 41, Iss Suppl. 2, Pp S1-S12 (2021) |
| Druh dokumentu: | article |
| ISSN: | 0256-0100 2076-3433 |
| DOI: | 10.15700/saje.v41ns2a1920 |
| Popis: | In the study reported on here I explored teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in mainstream secondary schools. A descriptive qualitative case study was used as a strategy of inquiry to source data from 6 teachers who taught in inclusive classrooms in mainstream schools. Data were collected through face-to-face interviews and classroom observations. The findings reveal that while extensive experience teaching learners with visual impairment in inclusive settings influenced feelings of high self-efficacy on the participating teachers, low levels of self-efficacy, which were credited to a lack of knowledge, resources, training and support were also greatly experienced. Improving teacher self-efficacy is, therefore, essential and it requires greater investment if successful inclusive education for learners with visual impairment is to be achieved. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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