Factors Influencing the Teaching Practices of In-service Teachers in Inclusive Education: A Systematic Review

Miaomiao Wu; Dorothy  DeWitt; Nor Nazrina Mohamad Nazry; Norlidah Alias; Yuliang  Jiao

doi:10.33102/jqss.vol8no1.204

Authors

Miaomiao Wu University of Malaya (UM)
Dorothy DeWitt University of Malaya (UM)
Nor Nazrina Mohamad Nazry University of Malaya (UM)
Norlidah Alias University of Malaya (UM)
Yuliang Jiao University of Malaya (UM)

DOI:

https://doi.org/10.33102/jqss.vol8no1.204

Keywords:

Inclusive education, In-service teachers, Self-efficacy, Attitudes, Strategies

Abstract

Inclusive education is a new educational trend and its development is being refined in countries worldwide. This study provided a systematic review of the factors that influence the teaching practices of in-service teachers in inclusive education. This study was analyzed using a PRISMA-based systematic analysis approach by searching two databases, Web of Science and Scopus, for relevant literature from 2014 to 2023. Twenty-seven articles were finally selected for inclusion in the study. The results showed that factors influencing the teaching practices of in-service teachers in inclusive education include teachers’ self-efficacy, teachers’ attitudes and teachers’ teaching strategies. Also, the existing literature has revealed a need for more training for teachers in inclusive education. To sum up, it is believed that there is more room to improve the professional development of in-service teachers in inclusive education.

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