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Lookup NU author(s): Emeritus Professor Simon Gibbs
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In contrast to much writing in the field that has been devoted to concerns about the needs of and provision for children, this paper explores some of the implications that inclusion (or its diametric opposite, segregation) may have for teachers. In doing this, an attempt is made to provide a theoretical and conceptual framework for understanding the attributions and motivation of teachers seeking to include – or exclude – children. Following a brief overview of perspectives on the general issue of inclusive education and a section reviewing teachers’ attitudes towards inclusion, the paper focuses on Bandura’s formulation of self-efficacy and how that theory has been developed and evidenced in relation to inclusion. Attention is drawn to the possibility of a synergic relationship between teacher’s perceptions of self- and collective-efficacy within schools. The intention is to provide a critical examination of some contributory factors and/or threats to teachers’ psychological well-being and professionalism that may provide applied psychologists with greater understanding.
Author(s): Gibbs S
Publication type: Article
Publication status: Published
Journal: Educational & Child Psychology
Year: 2007
Volume: 24
Issue: 3
Pages: 47-53
ISSN (print): 0267-1611
Publisher: The British Psychological Society
