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Escala de eficácia docente para práticas inclusivas: Validação da teacher efficacy for inclusive practices (teip) scale

dc.contributor.authorMartins, Bárbara Amaral [UNESP]
dc.contributor.authorChacon, Miguel Claudio Moriel [UNESP]
dc.date.accessioned2020-12-12T01:57:45Z
dc.date.available2020-12-12T01:57:45Z
dc.date.issued2020-01-01
dc.identifierhttp://dx.doi.org/10.1590/s1413-65382620000100001
dc.identifier.citationRevista Brasileira de Educacao Especial, v. 26, n. 1, p. 1-16, 2020.
dc.identifier.issn1413-6538
dc.identifier.urihttp://hdl.handle.net/11449/200101
dc.description.abstractThe purpose of this research was to analyze the psychometric properties of the Brazilian version of Teacher Efficacy for Inclusive Practices (TEIP) Scale. The version translated and adapted to Brazilian culture is called Escala de Eficácia Docente para Práticas Inclusivas (EEDPI) and was applied to a sample of 308 teachers of Early Childhood Education and Elementary Education I and II, in the state of Mato Grosso do Sul. The Factorial Exploratory Analysis showed that its psychometric properties are adequate, as well as the existence of two factors, named “Classroom management” and “Planning and collaboration”. The same sample also responded to the Teacher self-efficacy Scale: short version, considered “gold standard”, in order to evaluate the efficacy of the EEDPI in measuring what it proposes, based on the relation with an external criterion. Spearman’s Correlation Analysis revealed the existence of a positive correlation between the subscales of the instruments, ranging from moderate to strong. The EEDPI still presents good internal consistency (Cronbach’s alpha coefficients 0.89, 0.88 and 0.92) and it is an instrument that can aid in the evaluation and monitoring of teacher self-efficacy in view of the inclusion and proposition of the appropriate interventions.en
dc.format.extent1-16
dc.language.isoeng
dc.language.isopor
dc.relation.ispartofRevista Brasileira de Educacao Especial
dc.sourceScopus
dc.subjectEfficacy
dc.subjectInclusive education
dc.subjectMeasuring instruments
dc.subjectSpecial Education
dc.titleTeacher efficacy for inclusive practices (Teip) scale validation1en
dc.titleEscala de eficácia docente para práticas inclusivas: Validação da teacher efficacy for inclusive practices (teip) scalept
dc.typeArtigo
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionFederal University of Mato Grosso do Sul
dc.description.affiliationUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Marília Campus
dc.description.affiliationFederal University of Mato Grosso do Sul, Pantanal Campus
dc.description.affiliationDepartment of Special Education UNESP, Marília Campus
dc.description.affiliationUnespUniversidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Marília Campus
dc.description.affiliationUnespDepartment of Special Education UNESP, Marília Campus
dc.identifier.doi10.1590/s1413-65382620000100001
dc.identifier.scieloS1413-65382020000100001
dc.rights.accessRightsAcesso aberto
dc.identifier.scopus2-s2.0-85079888405
dc.identifier.fileS1413-65382020000100001.pdf
dc.identifier.lattes3168297318782887
dc.identifier.orcid0000-0002-6473-8958
unesp.author.lattes3168297318782887[2]
unesp.author.orcid0000-0003-4278-1661[1]
unesp.author.orcid0000-0002-6473-8958[2]
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