Early childhood preservice teachers’ self-efficacy related to inclusion and professional roles via a co-taught field-based course

ABSTRACT

This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and teaching roles to model collaborative practices for future early childhood educators. Data from focus groups, interviews, and a post-then-pre instrument were used to explore preservice teachers’ self-efficacy related to comfort with inclusion, perspective-taking, and professional roles as well as their experiences participating in the co-taught course. Recommendations for research related to supporting self-efficacy and teacher education are shared.

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data for this article can be accessed on the publisher’s website.

Additional information

Funding

This work was supported in part by a Keene State College Faculty Development Grant; Keene State College [Faculty Development Grant].