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ERIC Number: EJ1021207
Record Type: Journal
Publication Date: 2014-Mar
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1053-4512
Considering the Impact of Preservice Teacher Beliefs on Future Practice
Thomas, Cathy Newman
Intervention in School and Clinic, v49 n4 p230-236 Mar 2014
Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider beliefs as a potential contributor to the longstanding gap between research and practice in special education. Two particular belief constructs addressed in this article are (a) self-efficacy and (b) credibility for information sources. Each of these influences preservice teacher confidence, motivation, decision making, and actions in service of students with disabilities, impacting instructional decision making and treatment of children.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A