Examining Preservice Teacher Attitudes and Efficacy about Inclusive Education

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Author
Puliatte, Alison
Martin, Melissa
Bostedor, Emily
Keyword
pre-service teachers
self-efficacy
attitude
inclusion
Journal title
SRATE Journal
Date Published
2021

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URI
http://hdl.handle.net/20.500.12648/1826
Abstract
The purpose of this study was to examine pre-service teacher self-efficacy and attitudes towards inclusion. Participants included pre-service teachers (N = 68) who were all enrolled in a freshman education course. Researchers administered two scales including the Teacher Efficacy for Inclusive Practices scale (TEIP; Sharma, Loreman & Forlin, 2012) and Scale of Teacher’s Attitudes towards Inclusive Classrooms (STATIC; Cochran, 1997). Results indicate preservice teachers have high self-efficacy and positive attitudes towards teaching students with disabilities.
Citation
Puliatte, A., Martin, M., & Bostedor, E. (2021). Examining preservice teacher attitudes and efficacy about inclusive education. SRATE Journal, 30(1), 1–10. http://www.srate.org/JournalEditions/Volume30-1/PDF/Puliatte_Examaning_Preservice.pdf
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