Analysis of the impact of an inclusive education-training course on the attitudes and the self-efficacy of pre-service teachers
Supporting Agencies
- Ministerio de Educación (Gobierno de España)
- Universitat de València
Abstract
Attitudes and teacher’s self-efficacy are two relevant constructs to achieve the goals proposed by the inclusive education. Training turns out to be a determining factor to improve these two variables. Therefore, this study aims to examine the attitudes and self-efficacy towards inclusive education of a sample of pre-service teachers before and after having taken a subject on special educational needs; and to identify factors outside the university context that contribute to the preparation of pre-service teachers in the field of inclusion. A total of 118 pre-service teachers completed the Teacher Efficacy for Inclusive Practice Scale and the Questionnaire to Measure Attitudes Towards Inclusive Education. The results show that the fact of taking the university subject caused hardly any changes in attitudes towards the inclusion of students (which were positive both before and after this training). On the contrary, after taking the subject there was a significant improvement in the self-efficacy of the participants. These results are positive, as both constructs scored high in the second phase and are key to establishing the inclusive school.
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References
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