ERIC Number: EJ1028041
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: N/A
How Important Is Practicum to Pre-Service Teacher Development for Inclusive Teaching? Effects on Efficacy in Classroom Management.
Sokal, Laura; Woloshyn, Debra; Funk-Unrau, Savannah
Alberta Journal of Educational Research, v59 n2 p285-298 Sum 2013
Sixty pre-service teachers were surveyed about their confidence, concerns, and efficacy for inclusive classroom teaching before and after a course on inclusive education. Some students experienced a practicum in an inclusive setting alongside the coursework, and some students did not. Both groups made significant gains in all dependent variables and their subscales from pre-to post-treatment. However, the students who experienced a practicum in an inclusive setting developed greater teacher efficacy in classroom management than those students with no practicum. Given the importance of successful classroom management to teacher retention and student success, the findings support the importance of high-quality inclusive practica as an essential feature of effective inclusive teacher preparation programs.
Descriptors: Preservice Teacher Education, Classroom Techniques, Practicum Supervision, Teacher Supervision, Inclusion, Student Surveys, Self Efficacy, Student Experience, Achievement Gains, Student Teacher Attitudes, Teacher Effectiveness, Control Groups, Experimental Groups, Teaching Experience, Practicums
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A