NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1061945
Record Type: Journal
Publication Date: 2012-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0196-5042
Field Experience + Inclusive ECE Classrooms = Increased Preservice Teacher Efficacy in Working with Students with Developmental Delays or Disabilities
Atiles, Julia T.; Jones, Jennifer L.; Kim, Hyunjin
Educational Research Quarterly, v36 n2 p63-87 Dec 2012
The current study examined whether field placements within an inclusive classroom are associated with improved preservice teacher's efficacy when working with children with developmental delays or disabilities. Study participants were 165 undergraduate students enrolled in primary teacher education classes at a Midwestern university. Participants responded to a modified version of the Teacher's Sense of Efficacy Scale. A significant positive correlation between preservice teachers' efficacy of working with children with developmental delays or disabilities and their inclusive field experiences was found. Findings in this study stress the need for undergraduate early childhood education programs to utilize diverse, highly inclusive classrooms in their students' field experiences; not only in the hopes of increasing efficacy, but to also develop the skills and dispositions valued by our profession.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A