Child Care and Early Education Research Connections

Skip to main content

The relationship between pre-service training and teaching self-efficacy for inclusive practices

Despite the directives by IDEA and recommendations by DEC, institutions continue to struggle with the incorporation of content and experiences specific to early intervention (Cochran et al. 2012; Stayton, Whittaker, Jones, & Kersting, 2001). It continues to be important to understand the extent of experiences related to pre-service programming and how those experiences relate to a teacher's self-efficacy for inclusive practices. Little research exists that examines the teaching self-efficacy of preschool teachers (von Suchodoletz, Jamil, Larsen, Hamre, 2018). The purpose of this paper is to address a gap in the literature around constructs of teaching self-efficacy for inclusive practices. More specifically, this study intends to examine how in-service teachers' perception of their preservice programming has influenced their feelings of confidence and competence in settings that serve children with disabilities. (author abstract)
Resource Type:
Reports & Papers
United States

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Professionalizing the child care workforce: Teachers’ and leaders’ views of Louisiana’s Early Childhood Ancillary Certificate

Reports & Papersview

ECE Credential Competency Project

Reports & Papersview

Maintaining professional standards in early childhood teacher preparation: Evaluating adaptations to fieldwork-based experiences during COVID-19

Reports & Papersview