French teachers’ general attitude toward ...

Document type :
Article dans une revue scientifique
DOI :
10.1080/01443410.2018.1472219
Permalink :
http://hdl.handle.net/20.500.12210/31991
Title :
French teachers’ general attitude toward inclusion: the indirect effect of teacher efficacy
Author(s) :
Desombre, Caroline [Auteur] orcid
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Lamotte, Mathilde [Auteur]

Jury, Mickael [Auteur]
École supérieure du professorat et de l'éducation - Lille Nord de France [ESPE LNF]
Journal title :
Educational Psychology
Volume number :
39
Pages :
38-50
Publisher :
Taylor & Francis Online
Publication date :
2018
ISSN :
0144-3410
HAL domain(s) :
Sciences cognitives
English abstract : [en]
The inclusion of children with special educational needs is a major challenge. Amongst the factors linked to a successful inclusive education policy, teachers’ attitude toward inclusion is particularly important. The present ...
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Language :
Anglais
Audience :
Non spécifiée
Popular science :
Non
Collections :
Research team(s) :
Education & Société
Submission date :
2020-09-14T10:32:34Z
2024-06-12T06:14:00Z
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220.500.12210/31991*2024-06-12T06:09:56Z
120.500.12210/31991.12020-09-14T10:32:34Z

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