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

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 p...

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Bibliographic Details
Published in:Teacher education and special education 2020-05, Vol.43 (2), p.178-192
Main Authors: Metsala, Jamie L., Harkins, Mary Jane
Format: Article
Language:English
Subjects:
Background
Beliefs
Classroom practice
Classrooms
Disabilities
Education
Educational programs
Elementary Education
Gender Differences
Inclusion
Inclusive education
Preservice Teacher Education
Preservice Teachers
Preservice training
Reading Difficulties
Reading disabilities
Secondary Education
Self Efficacy
Student Attitudes
Students with disabilities
Teachers
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Summary: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.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406419873060