Complete Schedule
Presentation Type
Open Access Poster Presentation
Keywords
Inclusive education--Research; Student teachers--Research; Self-efficacy--Research;
Abstract
This review offered a detailed analysis of 18 studies that focused on self-efficacy of preservice teachers in inclusive classrooms. There were two focuses: the research methodology and results of the study that cover influential factors and the changes of self-efficacy levels of preservice teachers teaching in inclusive classrooms. The methodological concerns that need to be addressed by future researchers, as well as some research agendas for future studies, are suggested based on the findings of this paper. Only 26% (n=5) of the studies offered some alternative strategies that can be applied to enhance high self-efficacy levels of the preservice teachers. More supporting studies in different contexts with various research methods including longitudinal studies and qualitative methods are recommended. However, there are some key components of influential factors that can contribute to high levels of self-efficacy teaching in inclusive classrooms, including the intensity of the inclusive education materials either in separate or integrated courses, previous experiences with people and/or students with special needs, and gender in specific contexts related to socio-cultural issues. These findings can be a starting point for researchers to conduct their studies with a rigor, including a clear description of the sample, preservice program, context of the study; use reliable and valid measures with additional revalidation when needed; and the use of multiple data resources. These recommendations will guide future researchers to develop accumulative knowledge in the preservice programs to support the implementation of inclusive education.
Start Date
4-4-2017 11:00 AM
End Date
4-4-2014 1:30 PM
Faculty Advisor
Jill Uhlenberg
Department
Department of Curriculum and Instruction
Copyright
©2017 pujaningsih
File Format
application/pdf
Embargo Date
5-1-2018
Included in
Disability and Equity in Education Commons, Teacher Education and Professional Development Commons
A Literature Review: Pre-service Teachers’ Self-efficacy to Deal with Student with Special Needs
This review offered a detailed analysis of 18 studies that focused on self-efficacy of preservice teachers in inclusive classrooms. There were two focuses: the research methodology and results of the study that cover influential factors and the changes of self-efficacy levels of preservice teachers teaching in inclusive classrooms. The methodological concerns that need to be addressed by future researchers, as well as some research agendas for future studies, are suggested based on the findings of this paper. Only 26% (n=5) of the studies offered some alternative strategies that can be applied to enhance high self-efficacy levels of the preservice teachers. More supporting studies in different contexts with various research methods including longitudinal studies and qualitative methods are recommended. However, there are some key components of influential factors that can contribute to high levels of self-efficacy teaching in inclusive classrooms, including the intensity of the inclusive education materials either in separate or integrated courses, previous experiences with people and/or students with special needs, and gender in specific contexts related to socio-cultural issues. These findings can be a starting point for researchers to conduct their studies with a rigor, including a clear description of the sample, preservice program, context of the study; use reliable and valid measures with additional revalidation when needed; and the use of multiple data resources. These recommendations will guide future researchers to develop accumulative knowledge in the preservice programs to support the implementation of inclusive education.
