An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

2019 ◽  
Vol 43 (2) ◽  
pp. 178-192
Author(s):  
Jamie L. Metsala ◽  
Mary Jane Harkins
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Strong Predictor ◽  
Inclusive Classroom ◽  
Negative Beliefs ◽  
History Of

Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.

Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers

2015 ◽  
Vol 14 (3) ◽  
pp. 270-293 ◽  
Author(s):  
David Scheer ◽  
Markus Scholz ◽  
Astrid Rank ◽  
Christian Donie
Keyword(s):  
Preservice Teachers ◽  
Special Needs ◽  
Student Teachers ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Inclusive Classroom ◽  
General Effect ◽  
Future Teachers ◽  
School Teachers ◽  
Case Examples

This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.

scholarly journals SELF EFFICACY CHANGES IN COLLABORATIVE COURSE FOR INCLUSIVE EDUCATION PRESERVICE TEACHERS

2020 ◽  
Vol 39 (1) ◽  
pp. 79-88
Author(s):  
Pujaningsih Pujaningsih ◽  
Unik Ambarwati
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Students With Special Needs ◽  
Inadequate Knowledge ◽  
Attitudes Toward Students

The number of inclusive schools improves significantly in the last 10 years in Indonesia. However, there is a lack of effort to prepare future teachers so they have inadequate knowledge, skills, and experiences to provide education services for diverse students including students with special needs. This research examines the changes of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course that integrates between special education content and elementary education content. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy changed significantly (t34 = -2.16; p < .05), especially in efficacy for instructional strategies (t34 = -2.73; p < .05). The qualitative data also supported this finding based on three cases of preservice teachers who have different genders, previous experiences, and attitudes toward students with learning problems. Several recommendations for future collaborative courses and a new direction for the teacher preparation programs are discussed.

scholarly journals Views of Inclusive Education From the Perspectives of Preservice and Mentor Teachers

Inclusion ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 189-202
Author(s):  
Jennifer A. Kurth ◽  
Anjali Forber-Pratt
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teacher Educators ◽  
School Experiences ◽  
Mentor Teachers ◽  
Inclusive Practices ◽  
Barriers To Implementation

Abstract The trend of educating students with disabilities in inclusive general education settings is expanding. Consequently, teacher preparation for inclusive practices is a necessary consideration for teacher educators. An important component of shaping preservice teacher dispositions comes from school experiences and interactions with mentor teachers. It is through this relationship that preservice teachers formulate their own attitudes, beliefs, and skills about inclusive practices. This article reports the findings from a set of surveys containing both closed- and open-ended responses related to inclusive education from both preservice (student) and mentor teachers. Analysis of the open-ended responses revealed definitions of inclusive education focused on student deficits and barriers to implementation of inclusive practices that focused on deficits in the capacity of the environment. Implications for teacher preparation, including challenging deficit-based assumptions, are discussed.

Teacher Education and Inclusivity

2019 ◽  
Author(s):  
Sarah L. Alvarado ◽  
Sarah M. Salinas ◽  
Alfredo J. Artiles
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Teacher Educators ◽  
Learning Differences ◽  
Access To Books ◽  
Formative Experiences

Inclusive teacher education (ITE) defines the professional training of preservice teachers to work in learning spaces encompassing students from all circumstances, regardless of race, linguistic background, gender, socioeconomic status, and special education needs (SEN). This preparation includes the content, pedagogy, and formative experiences required for teachers to work in inclusive schools. To fully understand ITE, it is necessary to examine what is meant by inclusive education (IE). Indeed, it is essential to explore ITE’s definition since scholars and teacher educators have struggled to agree on what is meant by IE. In addition to disagreements about IE’s definition, support for this idea and its implementation may vary due to the cultural, historical, and political differences specific to local contexts. For these reasons, it is necessary to recognize the inclusive policies, practices, and processes that often shape definitions and concepts related to ITE. Notwithstanding the ambitious meanings of ITE across the globe, researchers, professionals, and policymakers tend to emphasize a vision of teacher preparation for working with students with disabilities (SWD) or SEN. Also, there is no consensus about which particular aspects matter in teacher education programs, primarily based on ideological differences about the core goals of IE. These differences in views and beliefs have resulted in limited understandings and applications of ITE. For instance, a student with an SEN may also come from a family living in poverty, with no access to books in the home, or speak multiple languages, including languages that are not a part of their first (formal) educational experiences. In such circumstances, there is no agreement about whether ITE programs should focus on students’ linguistic, socioeconomic, learning differences, or multiple factors. We review the research on ITE in various national contexts. We also discuss how scholars have conceptualized the preparation of future teachers and the implications for greater clarity on how teacher preparation can improve IE in an increasingly diverse society.

scholarly journals Contemporary Issues of Special Education in Turkey

2021 ◽  
Vol 1 (2) ◽  
pp. 56-64
Author(s):  
Muhammed A. Karal
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Services ◽  
Research Papers ◽  
History Of Special Education ◽  
History Of ◽  
Education In Turkey ◽  
Special Education Laws ◽  
Published Research

The first international declaration of inclusive education through the Salamanca Statement (UNESCO, 1994) underlined the importance and necessity of inclusive practices and recommended that all students should benefit from the same educational approaches in the same environment. In addition to that, growth in field applications, published research papers, the number of trained professionals, and general awareness around students with disabilities triggered the improvement of special education services in Turkey during the last three decades. This article displays a brief history of special education, laws and regulations, the path of special education, and introduces contemporary issues in special education in Turkey. Without recognizing the existing situation and contemporary issues of the field of special education, it is not possible to take steps for planning and obtain better outcomes.

scholarly journals Adaptation of creative self-efficacy scale into Turkish language

2020 ◽  
Vol 12 (2) ◽  
pp. 84-97
Author(s):  
Oguzhan Atabek
Keyword(s):  
Preservice Teachers ◽  
Factor Analysis ◽  
Elementary Education ◽  
Self Efficacy ◽  
English Language ◽  
English Language Teaching ◽  
Expert Review ◽  
Scale Scores ◽  
Measurement And Evaluation ◽  
Creative Self

The purpose of this study was to develop a Turkish version of the Creative Self-Efficacy Scale (CSES) and to explore its psychometric properties. Participants were 489 preservice teachers enrolled in a public university in Turkey (n = 489). Two-hundred-thirty-five of 489 preservice teachers (48.06%) participated in the first study for the exploratory factor analysis (EFA), and 254 (51.94%) participated in the second study for the confirmatory factor analysis. Two-hundred-sixty (53.2%) of the participants were studying in preschool teaching and 132 (46.8%) were studying in classroom teaching programs. CSES, which is a 3-item Likert-type English questionnaire, was translated into Turkish by the researcher. Eight researchers who were expert in Turkish education, English language teaching, educational measurement and evaluation, elementary education and educational technology fields participated in the back-translation and expert review processes. Scale scores did not differ according to sex, age, grade or department of the respondent. However, creative self-efficacy was observed to be related to design self-efficacy. Keywords: Creativity, creative performance, creative self-efficacy, creative teaching, scale adaptation.

scholarly journals Planning for Student Variability

2015 ◽  
Vol 21 (1) ◽  
Author(s):  
Bruce W. Quaglia
Keyword(s):  
Students With Disabilities ◽  
Music Theory ◽  
Course Design ◽  
Universal Design For Learning ◽  
Inclusive Classroom ◽  
Practical Applications ◽  
Design For Learning ◽  
History Of ◽  
Flexible Framework ◽  
The Individual

Universal Design for Learning (UDL) embodies a set of principles for developing accessible curricula and inclusive classroom learning environments. It is a flexible framework that can be adapted to the individual needs and predilections of a diverse set of learners, including students with disabilities. UDL can reduce the need for individual accommodations for disabled students, but its goal is to enhance learning for all students. Research and practical applications have demonstrated that designing curricula that are intended to provide greater access to learners who are in the margins also benefits many other learners. The objective of UDL is to develop expert learners throughout a curriculum by providing multiple means for learning, engagement, and demonstration at each level of instruction. The core music theory and musicianship curriculum taught at most colleges and universities will benefit from the guidelines established for UDL, and these are adaptable to various forms of curricular content. This article provides an overview of the history of UDL and its guidelines, and then proposes strategies for their implementation that are specific to music theory and musicianship pedagogy at the planning phase of course design, including assessment. The discussion engages learning typologies as a means for addressing learner variability throughout the course design.

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