对教师在教育自闭症学生方面的自我效能进行系统的研究审查
Linda Petersson-Bloom1, Erika Hansson
1Faculty of Education, Kristianstad University, SE-291 88 Kristianstad, Sweden.
Autism & developmental language impairments
|November 3, 2025
概括
教师的自我效能对于自闭症学生的包容性教育至关重要. 有限的培训和支持阻碍了教师,但专业发展和领导力可以提高信心和公平的学习机会.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 对自闭症学生的公平教育是一个国际承诺,需要量身定制的支持.
- 教师的自我效能,或对自己教自闭症学生的能力的信念,对于包容至关重要.
- 尽管有包容性努力,但排斥和支持不足等挑战仍然存在.
研究的目的:
- 审查关于教师在教育自闭症学生中的自我效能方面的研究.
- 确定影响教师自我效能的因素.
- 评估方法和建议未来的研究方向.
主要方法:
- 一个融合的综合混合方法的系统审查.
- 在 PsycInfo,ERIC,教育源和 SCOPUS 数据库中进行的搜索.
- 使用混合方法评估工具 (MMAT) 评估研究质量,遵循PRISMA指南.
主要成果:
- 这次审查包括了57项研究.
- 许多教师愿意支持自闭症学生,但由于职业发展有限,结构性障碍和支持不足,自我效能往往很低.
- 持续的,以实践为导向的专业发展和支持性的领导力是关键的促进者.
结论:
- 教师的自我效能受到系统因素和个人对满足不同学生需求的信念的影响.
- 提高教师的自我效能对于实现自闭症学生平等教育至关重要.
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