Do pre-service teachers feel ready to teach in inclusive classrooms?: A four country study of teaching self-efficacy

Do pre-service teachers feel ready to teach in inclusive classrooms?: A four country study of teaching self-efficacy

• Loreman, Tim College of Alberta, Concordia University
• Sharma, Umesh Monash University
• Forlin, Chris Hong Kong Institute of Education

Australian Journal of Teacher Education, 38(1), 27-44, 2013

Australia

School of Education, Edith Cowan University

2013

• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• E Special Education
  • EG Inclusive Education
• P Social Context of Education
  • PB Comparative Education

Comparative Analysis Cultural Differences Student Teachers Preservice Teacher Education Inclusive Education Special Needs Students Self Efficacy Canada Australia Indonesia

• Hong Kong
• Canada
• Australia
• Indonesia

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

This paper reports the results of an international study examining preservice teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and Indonesia. The study builds on earlier work by this research team on attitudes towards inclusion and offers a more comprehensive picture of preservice teachers' preparedness to teach in inclusive classrooms. Data were collected from 380 preservice teachers in four countries. Results indicated that strong international differences existed. Other factors impacting responses regarding teaching self-efficacy for inclusion include the type of teacher preparation program offered by the institution; variations in the level of knowledge about inclusion law and policy; previous interactions with people with disabilities; confidence levels in teaching people with disabilities; and, prior teaching experience and training in working with students with disabilities. Implications for ongoing development of international teacher preparation programs are discussed within the context of improving self-efficacy.
[Copyright of Australian Journal of Teacher Education is the property of School of Education, Edith Cowan University. Full article may be available at the publisher's website:
http://dx.doi.org/10.14221/ajte.2013v38n1.10]

• English

Journal Articles

• 03135373
• 1835517X

• 10.14221/ajte.2013v38n1.10

https://bibliography.lib.eduhk.hk/bibs/99d0a19c

2014-05-29