Pre-service teachers’ and recent teacher graduates’ perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study

ABSTRACT

In Australia, an increasing number of students with Autism Spectrum Disorder (ASD) are educated in inclusive classrooms. Research shows that teachers’ self-efficacy beliefs impact the implementation of inclusionary practices. Eight pre-service teachers and eight recent teacher graduates were interviewed to gain insights into their experiences and perceptions of the inclusion of students with ASD. Specifically, this study explored the types of preparation: (1) university education, (2) experiences with students with ASD, and (3) support from school administration and its impact on participants’ self-efficacy beliefs. Results indicated that participants who had more education, training, and previous experiences of engagements with individuals with ASD showed a higher level of self-efficacy. Participants’ self-efficacy was linked to hands-on experience, guidance from mentor teachers, ongoing support from teacher-aides and school administration, frequent liaison with parents and professionals, building rapport with students, and undertaking ASD-specific coursework. Extending Bandura's theoretical self-efficacy framework, this study contributes to collective self-efficacy characterised by supportive administrations, colleagues, parents, health experts (e.g. psychologists) and educational authorities. Implications for policy, teacher education programmes and ongoing professional development for teachers are presented, including recommendations on considering wider avenues to increase teacher efficacy.

KEYWORDS:

• Autism
• inclusion
• self-efficacy
• pre-service teachers and recent graduates
• Educational policy

Acknowledgment

This study has resulted from the first author’s doctoral research program (2013-2019) supported by the Commonwealth of Australia Research Training Program (RTP). We thank Professor Patrick Danaher from the University of Southern Queensland for supervising the research and to all pre-service teachers and recent teacher graduates for assistance with interview data.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by University of Southern Queensland: [Grant Number USQ Research and Training Scheme 2013-2019].

Notes on contributors

Aruna Devi

Dr Aruna Devi is an Associate Lecturer in the School of Education and Tertiary Access at University of the Sunshine Coast in Australia. She received her doctorate from University of Southern Queensland with an Excellence in Doctoral Research for a thesis on “Preparing Teachers to Instruct Students with Autism in Inclusive Settings: Australian Pre-Service Teachers' and Recent Graduates' Perspectives - An Exploratory Case Study”. Dr Devi received her Master of Educational Studies degree in Special and Inclusive Education from The University of Queensland with Faculty Dean's Honours, Graduate Diploma in Education (Secondary Education) from The University of Adelaide, Bachelor of Secondary Education from University of the South Pacific, Fiji and Graduate Certificate of Education (Tertiary Teaching) from University of Southern Queensland in Australia. Dr Devi's research interests are in student learning and development, disability, autism, mathematics education, teacher education and socio-cognitive theories for self-efficacy.

Rahul Ganguly

Dr Rahul Ganguly is a Senior Lecturer and Course Director (PG Courses) in the School of Education at Charles Sturt University, Bathurst, Australia. His research interests focus on self determination, postsecondary supports for students with autism and long-term caregiving.