Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length

ABSTRACTThis study investigated how pre-service teachers’ self-efficacy for teaching within inclusive classrooms changes over the course of their teacher education programme, what factors predict levels of self-efficacy, and what factors contribute to gains in self-efficacy. Two hundred and twenty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Learning and Teaching Questionnaire (BLTQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) at two points in time: at the onset of their first course on inclusive education, and again approximately one year later. The results of this study showed that participants with a higher number of weeks on practicum experienced growth across all three factors of self-efficacy measured by the TEIP. Additionally, participants who held more pro-inclusion beliefs experienced more gains in self-efficacy in their abilities to use inclusive instruction and manage student behaviour in the classroom. The grades participants were preparing to teach (elementary or secondary) and their amount of experience with diverse populations predicted initial self-efficacy, however these factors were mostly not associated with gains in self-efficacy. Implications for practice and research are discussed.KEYWORDS: Teacher self-efficacy; pre-service teachers; inclusive education; teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was funded by an Insight Grant from the Social Sciences and Humanities Research Council of Canada [435-2015-0128].Notes on contributorsEvan CharlesEvan Charles is a Ph.D. candidate in the School and Applied Child Psychology at Western University. His research focuses on the development of self-efficacy for teaching within inclusive classrooms in pre-service teachers.Jamie MetsalaDr. Jamie Metsala is a Professor and the Gail and Stephen Jarislowsky Chair in Learning Disabilities in the Faculty of Education at Mount Saint Vincent University. Her research focuses on reading acquisition, disabilities, and instruction, and teacher preparation for inclusive education.Jacqueline SpechtDr. Jacqueline Specht is a Professor and Director of the Canadian Research Centre on Inclusive Education in the Faculty of Education, Western University. Her research expertise is in inclusive education, teacher development, and psychosocial aspects of individuals with disabilities.