Examining Preservice Teacher Attitudes and Efficacy about Inclusive Education
| dc.contributor.author | Puliatte, Alison | |
| dc.contributor.author | Martin, Melissa | |
| dc.contributor.author | Bostedor, Emily | |
| dc.date.accessioned | 2021-07-07T14:46:27Z | |
| dc.date.available | 2021-07-07T14:46:27Z | |
| dc.date.issued | 2021 | |
| dc.identifier.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 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12648/1826 | |
| dc.description.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. | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | pre-service teachers | en_US |
| dc.subject | self-efficacy | en_US |
| dc.subject | attitude | en_US |
| dc.subject | inclusion | en_US |
| dc.title | Examining Preservice Teacher Attitudes and Efficacy about Inclusive Education | en_US |
| dc.type | Article | en_US |
| dc.source.journaltitle | SRATE Journal | en_US |
| dc.description.version | VoR | en_US |
| refterms.dateFOA | 2021-07-07T14:46:28Z | |
| dc.description.institution | SUNY Plattsburgh | en_US |
| dc.description.department | Teacher Education | en_US |
| dc.description.degreelevel | N/A | en_US |
