Australian preservice teachers’ attitudes and perceived efficacy for teaching in inclusive classrooms

ABSTRACT

This study explored preservice teachers’ attitudes and perceived efficacy for teaching in inclusive classrooms. The participants were 163 students in their second year of a Bachelor of Education degree at an Australian university. Attitudes and perceived teaching efficacy were measured using the Teachers’ Attitudes Towards Inclusion Scale Adjusted (TAISA) and the Teacher Efficacy for Inclusive Practice scale (TEIP). Preservice teachers in the early childhood and primary teaching areas reported more positive attitudes towards inclusion than did those who were training to become secondary school teachers. Levels of perceived efficacy did not differ across the three teaching areas. Participants who had chosen a disability elective reported more positive attitudes, but not higher perceived efficacy. Those with better knowledge of disability legislation reported more positive attitudes and higher perceived efficacy than those who reported being less knowledgeable. Previous contact with a person with a disability was unrelated to attitudes and perceived efficacy. The findings highlight the importance of including core units in disability and inclusive education within all teacher training programmes.

KEYWORDS:

• Preservice teachers
• inclusive education
• attitudes
• efficacy

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Julia Gigante is a graduate of the Master of Psychology (Educational & Developmental) program at QUT. She is now a psychologist with Queensland Health’s Child Development Service.

Linda Gilmore is a Professor of Educational and Developmental Psychology at QUT. Her research focuses predominantly on developmental disabilities.