Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education
S. Schwab, F. Hellmich, G. Görel, Journal of Research in Special Educational Needs 17 (2017) 205–217.
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Journal Article
| Published
| English
Author
Schwab, Susanne;
Hellmich, FrankLibreCat;
Görel, GamzeLibreCat
Department
Publishing Year
Journal Title
Journal of Research in Special Educational Needs
Volume
17
Issue
3
Page
205-217
ISSN
LibreCat-ID
Cite this
Schwab S, Hellmich F, Görel G. Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs. 2017;17(3):205-217. doi:10.1111/1471-3802.12379
Schwab, S., Hellmich, F., & Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs, 17(3), 205–217. https://doi.org/10.1111/1471-3802.12379
@article{Schwab_Hellmich_Görel_2017, title={Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education}, volume={17}, DOI={10.1111/1471-3802.12379}, number={3}, journal={Journal of Research in Special Educational Needs}, author={Schwab, Susanne and Hellmich, Frank and Görel, Gamze}, year={2017}, pages={205–217} }
Schwab, Susanne, Frank Hellmich, and Gamze Görel. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” Journal of Research in Special Educational Needs 17, no. 3 (2017): 205–17. https://doi.org/10.1111/1471-3802.12379.
S. Schwab, F. Hellmich, and G. Görel, “Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education,” Journal of Research in Special Educational Needs, vol. 17, no. 3, pp. 205–217, 2017, doi: 10.1111/1471-3802.12379.
Schwab, Susanne, et al. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” Journal of Research in Special Educational Needs, vol. 17, no. 3, 2017, pp. 205–17, doi:10.1111/1471-3802.12379.
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