The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms

Abstract

With current inclusion trends, teacher educators are challenged to redesign their programmes to prepare preservice teachers to educate a wide range of students in whole-class settings. This quantitative study examined the impact of an inclusion course and a field experience on preservice teachers' self-efficacy for teaching in inclusive classrooms. Based on data collected from 141 participants, the results indicated that both the inclusion course and the field experience produced significant gains in self-efficacy. Participants with prior experience with people with exceptional needs had significantly higher levels of self-efficacy than those without prior experience; however, both groups experienced significant gains after the course and the field experience. Also, the results showed that, during the field experience, as preservice teachers spent more time with direct, individual instruction with students with exceptional needs, and less time with observation and whole-class instruction, their self-efficacy was more likely to increase. Findings were discussed, and implications for practice and future research were suggested.

Keywords:

• inclusion
• preservice teachers
• self-efficacy
• teacher education
• field experience

Notes on contributors

Jodi Peebles, EdD, is currently an instructor of educational psychology with the University of Alberta and is extensively involved in teacher preparation for inclusion. Her primary research interests include teacher education, gifted education and inclusion practices.

Sal Mendaglio, Ph.D., is a professor at the Werklund School of Education, University of Calgary. He has extensive experience in teacher preparation including teaching and administration. Among his interests are teaching and counselling children with exceptional needs, with particular focus on students who are gifted.