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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/36092
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dc.contributor.authorMouroutsou, Stellaen_UK
dc.contributor.authorKoskela, Teijaen_UK
dc.date.accessioned2024-07-03T00:00:46Z-
dc.date.available2024-07-03T00:00:46Z-
dc.identifier.other103398en_UK
dc.identifier.urihttp://hdl.handle.net/1893/36092-
dc.description.abstractThis study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for self-efficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to their resilience. The findings would be beneficial for developing pre- and in-service teacher education.en_UK
dc.language.isoenen_UK
dc.publisherDe Gruyteren_UK
dc.rights© 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectSelf-efficacyen_UK
dc.subjectResilienceen_UK
dc.subjectPre-service teachersen_UK
dc.subjectFinlanden_UK
dc.titlePre-service primary teachers’ understandings of inclusive practice in Scotland and Finland.en_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleCentral European Journal of Engineeringen_UK
dc.citation.issn2081-9927en_UK
dc.citation.issn1896-1541en_UK
dc.citation.volume105en_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailstella.mouroutsou@stir.ac.uken_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationUniversity of Turkuen_UK
dc.identifier.isiwww.webofscience.com/wos/woscc/full-record/WOS:000674402800023en_UK
dc.identifier.wtid2016778en_UK
dc.contributor.orcid0000-0002-1134-4824en_UK
dc.date.accepted2024-05-27en_UK
dcterms.dateAccepted2024-05-27en_UK
dc.date.filedepositdate2024-07-02en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorMouroutsou, Stella|0000-0002-1134-4824en_UK
local.rioxx.authorKoskela, Teija|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2024-07-02en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by/4.0/|2024-07-02|en_UK
local.rioxx.filenamePre-service teachers_x2019_ self-efficacy in implementing inclusive practices and resilience in Finland.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1896-1541en_UK
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