The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion

Umesh Sharma, Anthony Michael Nuttall

    Research output: Contribution to journalArticleResearchpeer-review

    43 Citations (Scopus)

    Abstract

    Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined.
    Original languageEnglish
    Pages (from-to)142 - 155
    Number of pages14
    JournalAsia-Pacific Journal of Teacher Education
    Volume44
    Issue number2
    DOIs
    Publication statusPublished - 2016

    Cite this