Teachers’ Beliefs About Literacy Teaching in Japanese Elementary Schools from the Perspective of Special Needs Education

Teachers’ beliefs influence their practices. Furthermore, pedagogical play a crucial role in shaping teaching teachers’ have significant effect on students’ learning, especially literacy learning. Accordingly, this study, about for elementary school students were examined from the perspective of special needs education. The purpose study was to develop Literacy Belief Scale measure Japanese instruction general education classes. participants, who included 179 teachers with range experience across both and classes, completed questionnaire. Factor analysis performed three belief dimensions regarding classes extracted. results revealed that toward approaches are dependent individual practice experience.