Education for all in action: Measuring teachers’ competences for inclusive education

6. Ainscow M, Miles S. Making Education for All inclusive: where next? Prospects. 2008; 38(1):15–34. 7. Ponet B, Tack H, Vantieghem W, Van Avermaet P, Vanderlinde R. Hoe lerarenopleiders omgaan met diversiteit: naar een conceptueel raamwerk. Tijdschrift voor Lerarenopleiders. 2021; 42(4):45–60. 8. Armstrong D. Wicked problems in special and inclusive education. Journal of Research in Special Edu- cational Needs. 2017; 17(4):229–36. 9. Crowley K, Head BW. The enduring challenge of ‘wicked problems’: revisiting Rittel and Webber. Policy Sciences. 2017; 50(4):539–47. 10. Rittel HW, Webber MM. Dilemmas in a general theory of planning. Policy sciences. 1973; 4(2):155–69. 11. Dyson A, Howes A, Roberts B. A systematic review of the effectiveness of school-level action for pro- moting participation by all students (EPPI-Centre Review). Research Evidence in Education Library Issue 1:. 2002. 12. Messiou K. Research in the field of inclusive education: time for a rethink? International journal of inclu- sive education. 2017; 21(2):146–59. 13. de Bruïne EJ, Willemse TM, D’Haem J, Griswold P, Vloeberghs L, Van Eynde S. Preparing teacher can- didates for family–school partnerships. European Journal of Teacher Education. 2014; 37(4):409–25. 14. Siongers J, Spruyt B, Van Droogenbroeck F, Bongaerts B, Kavadias D. TALIS 2018 Vlaanderen-Ver- diepend rapport diversiteit. Brussels: Vrije Universiteit Brussel; 2021. 15. Crick RD. Key Competencies for Education in a European Context: narratives of accountability or care. European Educational Research Journal. 2008; 7(3):311–8.

16. Mitchell D. What really works in special and inclusive education: Using evidence-based teaching strate- gies. London: Routledge; 2007. 17. Blo¨meke S, Gustafsson J-E, Shavelson RJ. Beyond dichotomies: Competence viewed as a continuum. Zeitschrift fu¨ r Psychologie. 2015;(223):3–13. 18. Santagata R, Yeh C. The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM. 2016; 48(1–2):153–65. 19. Bandura A. Self-efficacy: The exercise of control. New York: Freeman; 1997. 20. Schunk D, Pajares F. The development of academic self-efficacy. In: Wigfield A, Eccles J, editors. Development of achievement motivation. San Diego: Academia Press; 2001. p. 15–31. 21. Lauermann FV. Teacher Responsibility: Its Meaning, Measure, and Educational Implications: University of Michigan; 2013. 22. Fischman W, DiBara JA, Gardner H. Creating good education against the odds. Cambridge Journal of Education. 2006; 36(3):383–98. 23. Lauermann F, Karabenick SA. Taking teacher responsibility into account (ability): Explicating its multi- ple components and theoretical status. Educational psychologist. 2011; 46(2):122–40. 24. Killoran I, Woronko D, Zaretsky H. Exploring preservice teachers’ attitudes towards inclusion. Interna- tional Journal of Inclusive Education. 2014; 18(4):427–42. 25. Pohan CA, Aguilar TE. Measuring educators’ beliefs about diversity in personal and professional con- texts. American educational research journal. 2001; 38(1):159–82.

26. Jussim L, Harber KD. Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and social psychology review. 2005; 9(2):131–55. https://doi.org/10.1207/s15327957pspr0902_3 PMID: 15869379 27. Murdock-Perriera LA, Sedlacek QC. Questioning Pygmalion in the twenty-first century: The formation, transmission, and attributional influence of teacher expectancies. Social Psychology of Education. 2018; 21(3):691–707. 28. Demanet J, Van Houtte M. Teachers’ attitudes and students’ opposition. School misconduct as a reac- tion to teachers’ diminished effort and affect. Teaching and Teacher Education. 2012; 28(6):860–9. 29. Hachfeld A, Hahn A, Schroeder S, Anders Y, Kunter M. Should teachers be colorblind? How multicul- tural and egalitarian beliefs differentially relate to aspects of teachers’ professional competence for teaching in diverse classrooms. Teaching and Teacher Education. 2015; 48:44–55. 30. MacFarlane K, Woolfson LM. Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education. 2013; 29:46–52. 31. Van Avermaet P, Van Houtte M, Van den Branden K. Promoting equity and excellence in education. An overview. In: Van den Branden K, Van Avermaet P, Van Houtte M, editors. Equity and excellence in education Towards maximal learning opportunities for all students. New York; London: Routledge; 2011. p. 1–20. PLOS ONE

Measuring teachers’ competences for inclusive education PLOS ONE | https://doi.org/10.1371/journal.pone.0291033 November 8, 2023 20 / 22