Since the introduction of inclusive and appropriate education in the Netherlands, the number of students with behavioral, learning, and other educational disabilities in regular elementary classes has increased slowly but surely. Although some teachers handle this new reality with notable ease, many others do not seem to feel up to the task of dealing with a diverse student population and providing all students with equal learning opportunities. One factor that may explain why teachers are more or less successful in dealing with classroom diversity, is teachers’ sense of self-efficacy (TSE). In her research, Marjolijn Zee takes stock of the current state of research on TSE, the aim being to identify useful insights that can help teachers deal more effectively with individual students who may differ in terms of their behaviour, needs, and abilities.
M. Zee: From General to Student-Specific Teacher Self-Efficacy.
Prof. P.F. de Jong
Dr H.M.Y. Koomen
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