The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’
F. Hellmich, M.F. Löper, G. Görel, Journal of Research in Special Educational Needs 19 (2019) 36–48.
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Journal Article
| Published
| English
Department
Publishing Year
Journal Title
Journal of Research in Special Educational Needs
Volume
19
Issue
S1
Page
36-48
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Hellmich F, Löper MF, Görel G. The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour.’ Journal of Research in Special Educational Needs. 2019;19(S1):36-48. doi:10.1111/1471-3802.12476
Hellmich, F., Löper, M. F., & Görel, G. (2019). The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour.’ Journal of Research in Special Educational Needs, 19(S1), 36–48. https://doi.org/10.1111/1471-3802.12476
@article{Hellmich_Löper_Görel_2019, title={The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’}, volume={19}, DOI={10.1111/1471-3802.12476}, number={S1}, journal={Journal of Research in Special Educational Needs}, author={Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze}, year={2019}, pages={36–48} }
Hellmich, Frank, Marwin Felix Löper, and Gamze Görel. “The Role of Primary School Teachers’ Attitudes and Self‐efficacy Beliefs for Everyday Practices in Inclusive Classrooms – a Study on the Verification of the ‘Theory of Planned Behaviour.’” Journal of Research in Special Educational Needs 19, no. S1 (2019): 36–48. https://doi.org/10.1111/1471-3802.12476.
F. Hellmich, M. F. Löper, and G. Görel, “The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour,’” Journal of Research in Special Educational Needs, vol. 19, no. S1, pp. 36–48, 2019, doi: 10.1111/1471-3802.12476.
Hellmich, Frank, et al. “The Role of Primary School Teachers’ Attitudes and Self‐efficacy Beliefs for Everyday Practices in Inclusive Classrooms – a Study on the Verification of the ‘Theory of Planned Behaviour.’” Journal of Research in Special Educational Needs, vol. 19, no. S1, 2019, pp. 36–48, doi:10.1111/1471-3802.12476.
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