Lærerens mestringstro i møte med elevmangfoldet
This chapter explores how teachers’ self-efficacy can be strengthened
through school-based development aimed at fostering inclusive practices.
Grounded in a mixed-methods design, the study draws on data from 15 schools
participating in the national strategy The Competence Boost for Special Education
and Inclusive Practice in Norway. Quantitative survey data were complemented
by qualitative findings from two case schools. Results indicate that a wide range
of activities such as professional development, peer collaboration, leadership
support, and collective reflection are being implemented to support inclusive
education. Notably, the study finds that the interplay between these activities,
rather than isolated efforts, is essential for enhancing both individual and collective
teacher self-efficacy. Teachers reported increased professional confidence
and a stronger shared understanding of inclusion when development processes
were collaborative and sustained over time. Furthermore, structured professional
communities that promote psychological safety and critical discussions appear to
be vital for long-term organizational learning. The findings underscore the importance
of aligning professional development with local school contexts, emphasizing
capacity building over individual competence. The chapter introduces a
model for developing self-efficacy as a dynamic learning spiral, where knowledge
acquisition, shared reflecti
through school-based development aimed at fostering inclusive practices.
Grounded in a mixed-methods design, the study draws on data from 15 schools
participating in the national strategy The Competence Boost for Special Education
and Inclusive Practice in Norway. Quantitative survey data were complemented
by qualitative findings from two case schools. Results indicate that a wide range
of activities such as professional development, peer collaboration, leadership
support, and collective reflection are being implemented to support inclusive
education. Notably, the study finds that the interplay between these activities,
rather than isolated efforts, is essential for enhancing both individual and collective
teacher self-efficacy. Teachers reported increased professional confidence
and a stronger shared understanding of inclusion when development processes
were collaborative and sustained over time. Furthermore, structured professional
communities that promote psychological safety and critical discussions appear to
be vital for long-term organizational learning. The findings underscore the importance
of aligning professional development with local school contexts, emphasizing
capacity building over individual competence. The chapter introduces a
model for developing self-efficacy as a dynamic learning spiral, where knowledge
acquisition, shared reflecti
Publisert i 2026
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