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ERIC Number: EJ937178
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0827-3383
Enhancing Preservice Teachers' Sense of Efficacy and Attitudes toward School Diversity through Preparation: A Case of One U.S. Inclusive Teacher Education Program
Gao, Wei; Mager, Gerald
International Journal of Special Education, v26 n2 p92-107 2011
Conducted in one inclusive teacher education program in the United States, this study explored the trajectory of and the relationships between preservice teachers' sense of efficacy and attitudes toward school diversity through the course of preparation. Findings revealed that, in general, changes of preservice teachers' perceived efficacy, attitudes towards inclusion, and beliefs of socio-cultural diversity reflected the particular foci at different phases of the program. Overall, participants' perceived sense of efficacy showed significant, positive associations with their attitudes towards inclusion and beliefs about socio-cultural diversity. However, regardless of their perceived levels of efficacy, participants were negative about teaching children with behavioral disabilities. On the one hand, the study suggests the effectiveness of the program to educate preservice teachers to positively respond to school diversity. On the other hand, it also indicates that preservice teachers across the board persistently hoarded negative feelings about children with behavioral disabilities. The study recommends that teacher educators may need to devote ample resources and employ effective strategies to improve preservice teachers' attitudes towards children with behavioral challenges. (Contains 9 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teacher Efficacy Scale