ERIC Number: EJ729231
Record Type: Journal
Publication Date: 2006-Feb
Exploring Inclusion Preservice Training Needs: A Study of Variables Associated with Attitudes and Self-Efficacy Beliefs
Romi, Shlomo; Leyser, Yona
European Journal of Special Needs Education, v21 n1 p85-105 Feb 2006
The study examined attitudes towards inclusion and sense of efficacy of 1155 Israeli preservice teachers and variables related to these beliefs. Participants responded to an "Options related to inclusion scale", and a "Teacher efficacy scale". Findings revealed strong support for the principle of inclusion, yet also support for segregated special education placements. Several concerns regarding inclusion were expressed, which were related to the area of classroom management and teacher instructional skills. Sense of efficacy scores on personal efficacy, social efficacy and efficacy regarding low-achieving students were higher than those for teaching efficacy. Less support for inclusion was found for students in Arab (Muslim) colleges compared to students in Jewish colleges. These two groups were also different on self-efficacy scores. The major area of study and experience was associated with the level of support for inclusion and to self-efficacy scores. The progression in the training programme was associated with increased concerns and less support for inclusion. Female students were more supportive of inclusion than males, and had higher self-efficacy scores. Implications for preservice education for general and special education students are discussed.
Descriptors: Measures (Individuals), Foreign Countries, Teacher Attitudes, Preservice Teacher Education, Teacher Effectiveness, Special Education, Preservice Teachers, Jews, Classroom Techniques, Self Efficacy, Arabs
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Identifiers - Assessments and Surveys: Teacher Efficacy Scale