Predictors of Teacher Efficacy for Inclusive Practice in Pre-Service Teachers

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Availability:
      Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: [email protected]; Web site: http://ir.lib.uwo.ca/eei/
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Education
      Secondary Education
    • Subject Terms:
      Predictor Variables; Preservice Teachers; Self Efficacy; Inclusion; Foreign Countries; Beliefs; Attitudes toward Disabilities; Disabilities; Questionnaires; Elementary School Teachers; Secondary School Teachers; Gender Differences; Comparative Analysis; Academic Achievement; Student Attitudes
    • Subject Terms:
      Canada
    • ISSN:
      1918-5227
    • Abstract:
      Teachers who show high teacher efficacy affect student achievement positively. Teaching is sometimes seen as an overwhelming profession because of classroom diversity and expectations placed on teachers. It is important to bring beginning teachers to the point at which they feel they are capable and will be more emotionally equipped to take on the stressors of the classroom. The current study focused on predicting pre-service teachers' efficacy for inclusive practice from variables found to be important in the literature: gender, inclusion-related beliefs, and experiences with individuals with disabilities. Participants consisted of 1,026 students completing the in-faculty component of their pre-service program in 9 faculties of education across Canada. They completed the Teacher Efficacy for Inclusive Practice survey and the Beliefs about Learning and Teaching Questionnaire. All teacher candidates appeared to benefit from experience with people with disabilities. General findings indicated more positive inclusive beliefs for women than men and for pre-service teachers in elementary than in secondary programs. Important differences emerged, however, concerning which beliefs contributed to each area of teacher efficacy for secondary as compared to elementary programs. Results are discussed in terms of issues to consider in initial teacher education programs.
    • Abstract:
      As Provided
    • Number of References:
      41
    • Publication Date:
      2018
    • Accession Number:
      EJ1200786