Beyond formal assessment: the complex relationship between teacher beliefs and teaching

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Abstract

For inclusive educational policies to be successful, teachers need to support their implementation in the classroom, in terms of their beliefs and instructional practices. But what do teacher believe about teaching and learning in children with special needs and disabilities in inclusive classrooms? This position paper considers this question. Possible ways forward will be suggested to encourage teacher beliefs that better support effective inclusive instructional practices.
Original languageEnglish
Pages (from-to)28-32
Number of pages5
JournalThe Psychology of Education Review
Volume42
Issue number2
Publication statusPublished - 31 Oct 2018
EventBritish Psychological Society Psychology of Education Annual Conference - MacDonald Holyrood Hotel, Edinburgh
Duration: 26 Oct 201728 Oct 2017

Keywords

  • teacher beliefs
  • educational policies
  • inclusive classrooms

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