TsukubaAn Analysis of Opportunities Affected Teachers’ Self-Efficacy with Regard to Early Education Consultation at Schools for the Visually Impaired

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  • 視覚障害特別支援学校の早期教育相談に対する教師の自己効力感に影響を与えた契機の分析
  • シカク ショウガイ トクベツ シエン ガッコウ ノ ソウキ キョウイク ソウダン ニ タイスル キョウシ ノ ジコ コウリョクカン ニ エイキョウ オ アタエタ ケイキ ノ ブンセキ

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Abstract

<p>This research considers the opportunities enabled expert teachers, who oversee early education consultation at schools for the visually impaired, to enhance their self-efficacy in providing consultations. We aimed to clarify what kind of opportunities enhanced their self-efficacy for each consultation categories. Participants included twelve teachers who 1) have over seven years of early education consultation experience, 2) have worked as the manager of an education consultation department, and 3) possess a special education teacher certification in area of visual impairment. Opportunities leading to their self-efficacy were explored by consultation category using semi-structured interviews. 616 opportunities were extracted using a qualitative analysis method. Thereafter, these opportunities were classified into eight broad categories consisting of 65 subcategories. This analysis revealed that daily educational activities and training enhanced the self-efficacy for vision, childcare, developmental and psychological consultations. Participation in the school attendance committee enhanced the self-efficacy for school attendance consultations for preschool children. Visiting regular kindergartens enhanced the self-efficacy for supporting these kindergartens. Collaboration with other professionals enhanced the self-efficacy for medical consultation.</p>

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