NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1079420
Record Type: Journal
Publication Date: 2015-Oct
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1471-3802
The Impact of a Teacher Education Course on Pre-Service Teachers' Beliefs about Inclusion: An International Comparison
Sharma, Umesh; Sokal, Laura
Journal of Research in Special Educational Needs, v15 n4 p276-284 Oct 2015
In this comparative study, the impact of two stand-alone university courses on pre-service teachers' attitudes, concerns and teaching efficacy to teach in inclusive classrooms is examined. Twenty-eight pre-service teachers (PSTs) from Australia and 60 PSTs from Canada completed a survey at pre- and post-stages of the course. It was found that after completion of the course, Australian participants' attitudes improved, their concerns declined, and they became more confident in their ability to teach in inclusive classrooms. Similarly, Canadian participants' concerns declined and their teaching efficacy improved, but they became more apprehensive about teaching in inclusive classrooms. Relationships among the three variables (attitudes, concerns and teaching efficacy) were examined at pre- and post-test stages for both cohorts to understand how they interacted within each of the two countries. Implications of the findings for teacher education are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada
Grant or Contract Numbers: N/A