NARKUN, ZUZANNA. The teachers’ self-efficacy and its importance for inclusive education. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, [S. l.], n. 25, p. 151–176, 2019. DOI: 10.14746/ikps.2019.25.07. Disponível em: https://pressto.amu.edu.pl/index.php/ikps/article/view/21145. Acesso em: 26 kwi. 2024.