Teacher self-efficacy and collective efficacy. Educational innovation for an inclusive school

Abstract

The paper presents the results of an exploratory study conducted on a sample of experienced special educational teachers and trainees attending the Specialization Course in Support Education at the University of Trento. The study investigates teachers' perceptions of selfefficacy and collective efficacy, which are linked to the development of inclusive practices in schools. A qualitative
approach was used, with Focus Groups employed to explore the topic through discursive practices. The findings highlight how initial and ongoing training, scaffolding between teachers, and the inclusive vision of the school principal influence the sense of self-efficacy and the perception of collective efficacy.