Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

Abstract

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.

Keywords:

• preservice teachers
• inclusion
• self-efficacy
• beliefs about teaching and learning

Funding

This research was supported in part by a grant from Western University Internal SSHRC competition (2012–2013) and Western Faculty of Education Research Committee (2012–2103).

Notes on contributors

Jacqueline Specht is a Professor at Western University. She teaches in the area of educational psychology and special education in both the pre-service and graduate programmes. Currently she is the director of the Canadian Research Centre on Inclusive Education and teaches in both the pre-service and graduate programs. Her research interests encompass pedagogical issues surrounding the participation of children in the school system.

Donna McGhie-Richmond is an Associate Professor at the University of Victoria. Her research focuses on the role of universal design for learning and instruction and assistive technologies in enabling teaching and learning. She has established collaborative connections with school districts in BC and ministry of education-supported services such as Provincial Integration Support Program; and SET-BC.

Tim Loreman is a Professor at Concordia University College of Alberta. His research interests are school inclusion, childhood and pedagogical issues along with pre-service teacher education. He has partnered with provincial and regional agencies, such as Getting Ready for Inclusion Today (GRIT) and Pembina Hills Regional School Division 7.

Pat Mirenda is a Professor at the University of British Columbia. In 2009, she became Director of The Centre for Interdisciplinary Research and Collaboration in Autism at UBC. Her primary areas of interest are autism/developmental disabilities, augmentative and alternative communication, positive behavior support, inclusive education, and literacy development.

Sheila Bennett is a Professor at Brock University. She works in the area of policy and practical issues in the field. Through her research work, publications, and speaking engagements, she has collaborative relationships with universities, school boards, and community associations (e.g., Six Nations Aboriginal Community Consortium; Ontario Brain Injury Association) across Canada.

Tiffany Gallagher is an Associate Professor at Brock University. She specializes in survey design and case study methods. Within the past few years, she has worked closely with two school boards in the Niagara region of Ontario as a consultant researcher for projects that these school boards were implementing in the areas of professional development, and literacy for struggling students.

Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland. Her research interests include the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. She has connections with the community, the school board, and the Department of Education in Newfoundland.

Jamie Metsala is a Professor at Mount St. Vincent University. She is the Gail and Stephen Jarislowsky Chair in Learning Disabilities (appointed July 1, 2011). She collaborates with representatives from the Nova Scotia Department of Education concerning both children with learning disabilities and early reading acquisition.

Lynn Aylward is an Associate Professor at Acadia University. She collaborates with community advocacy groups (e.g., People First, Learning Disabilities Association). Her research is in the areas of teacher education and postsecondary education with a focus on how we construct the category of “dis/ability”.

Jennifer Katz is an Associate Professor at the University of Manitoba. She is the developer of the Three Block Model of Universal Design for Learning (UDL). Dr. Katz has established partnerships in teacher and school administrative associations as well as the Manitoba First Nations Education Resource Council.

Wanda Lyons is an Associate Professor at the University of Regina. She researches inclusive education policy, teacher and principal education, and the role of educational assistants. Dr. Lyons has collaborated with provincial and national stakeholder and advocacy groups.

Scott Thompson is an Associate Professor at the University of Regina. He is broadly interested in the area of diversity and inclusive education. He is engaged in the Canadian Disability Policy Alliance.

Sarah Cloutier is a Ph.D. student in the Faculty of Education, Western University. Prior to entering the doctoral program, she completed her Masters of Science, focusing on children's language development in the field of Child and Youth Health, Health and Rehabilitation Sciences at Western University. During her Masters, she dedicated her time to the local learning disability association.