TY  - JOUR
AB  - The purpose of teacher education is to ensure new graduates are well prepared to include all students into mainstream classrooms regardless of their differences (Winter, 2006). Examining preservice teachers’ sense of self-efficacy to implement inclusion in their classroom is important to evaluate the effectiveness of teacher education programs. In this study, we designed an inclusive teacher training program and applied a mixed-methods design to evaluate its effectiveness. Specifically, 25 students (13 female, 12 male) participated in the program and we collected survey data for all students on their self-efficacy (TEIP, Teacher Self-efficacy for Inclusive Practices) before and after the program and conducted qual-itative interviews with five students. The survey results indicate that there was a significant increase in participants’ sense of self-efficacy, especially self-efficacy for designing inclusive instructions and for collaboration. However, results also show a significant decrease in participants’ sense of self-efficacy to manage dis-ruptive behaviors. Through our inductive analyses of the qualitative interview data, we identify five factors that influence preservice teachers’ sense of self-efficacy: theoretical knowledge of inclusive/special education, cognitive pedagogical mas-tery, simulated modeling, positive feedbacks and encouragement, as well as prac-tical mastery experiences. On this basis, we discuss further indications for future inclusive preservice teacher training.
DA  - 2019-11-18
DO  - 10.4119/hlz-2474
LA  - ger
IS  - 3
M2  - 365
PY  - 2019-11-18
SN  - 2625-0675
SP  - 365-382
T2  - Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion
TI  - Impact of Training on Preservice Teachers’ Sense of Self-efficacy to Implement Inclusive Teaching in the English Language Classroom
TT  - Auswirkungen inklusiver Lehrer_innenbildung auf das Selbstwirksamkeitsgefühl angehender Englischlehrkräfte im inklusiven Unterricht
UR  - https://doi.org/10.4119/hlz-2474
Y2  - 2024-11-22T10:08:45
ER  -