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ABSTRACT
Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of segregation to inclusive classrooms. Results demonstrate that elementary and female pre-service teachers held the most clearly defined inclusive growth mindset and indicated a greater level of confidence in communicating with and supporting families of students with disabilities as compared to secondary and male pre-service teachers. Male pre-service teachers had higher self-efficacy than females for managing behaviour in the classroom. Pre-service teachers, as compared to in-service teachers, favoured a student-centered classroom that promotes student choice and differentiated instruction and they indicated greater confidence in their ability to engage students with accommodations. Pre-service teachers held distinct attitudes toward the role of the students in their own learning and their responsibility to teach to all. It is important to note that both sets of participants were at the beginning of their inclusive practice, therefore, the role of lived professional (or lack thereof) experience may be impacting their attitudes and self-efficacy beliefs about inclusion.
Acknowledgement
This research is part of a study which is supported by the Social Sciences and Humanities Research Council of Canada (SSHRC) Grant 435-2015-0128.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Funding
Notes on contributors
Linda Ismailos
Linda Ismailos is an instructor in the Faculty of Education, Brock University, St. Catharines, Ontario, Canada where she teaches courses in Educational Psychology and Cognitive & Socio-emotional Processes of the Exceptional Learner. Her research interests include inclusive education, cognition and learning, and the development of self-efficacy in students and pre-service teachers.
Tiffany Gallagher
Tiffany Gallagher is recognized for her research that aims to enhance the learning of students with literacy difficulties and learning challenges. Supporting the professional learning of teachers through instructional and inclusion coaching are also a focus of her work. Longitudinal, multi-varied participant perspectives are the cornerstone of Dr. Gallagher’s research projects. Her work seeks to inform targeted audiences such as students, teachers, administrators, and policy makers. Dr. Gallagher is also the Director of the Brock Learning Lab that offers community-based tutoring for K-12 students and mentors undergraduate volunteer tutors.
Sheila Bennett
Sheila Bennett is the former Department Chair and Associate Dean of Professional and Undergraduate Programs, Faculty of Education at Brock University. She is recognized for her work in inclusive education and has presented nationally and internationally. Dr. Bennett has authored and co-authored numerous books, chapters, monographs and articles within the field of special education, in particular in the area of inclusion for students with diverse needs. Prior to coming to Brock, Dr. Bennett held a number of school and school board positions. She brings her practical experiences as an educator to the field of research, providing a blend of theory and practice essential to bridge the gap between what we do in classrooms and how we understand those actions in the larger context.
Xiaobin Li
Xiaobin Li received his doctoral degree from the Ontario Institute for Studies in Education at the University of Toronto. His research interests include teacher development, education finance, education law, international education, and quantitative research methods.