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

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Description:
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
Author(s):
Country:
United States
State(s):
Kansas

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