@article{NARKUN_2019, title={The teachers’ self-efficacy and its importance for inclusive education}, url={https://pressto.amu.edu.pl/index.php/ikps/article/view/21145}, DOI={10.14746/ikps.2019.25.07}, abstractNote={<p>Zuzanna Narkun, The teachers’ self-efficacy and its im-portance for inclusive education. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019.<br>Pp. 151-176. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https:// doi.org/10.14746/ikps.2019.25.07</p> <p>The aim of this article was to describe the teachers’ self-efficacy, self-efficacy for the purpose of inclusive practices, and to show its importance for the development of inclusion. Issues related to the self-efficacy of teachers (the definitions, the sources of self-efficacy, and the measurement of teachers’ self-efficacy) have been described. The resulting findings of the research on teachers’ self-efficacy, its antecedents and consequences have been presented. Moreover, connections between self-efficacy and effective implementation of inclusion have been discussed.</p>}, number={25}, journal={Interdyscyplinarne Konteksty Pedagogiki Specjalnej}, author={NARKUN, ZUZANNA}, year={2019}, month={cze.}, pages={151–176} }