Preservice Professional Preparation and Teachers' Self-Efficacy Appraisals of Natural Environment and Inclusion Practices

Autor/inn/en	Dunst, Carl J.; Bruder, Mary Beth
Titel	Preservice Professional Preparation and Teachers' Self-Efficacy Appraisals of Natural Environment and Inclusion Practices
Quelle	In: Teacher Education and Special Education, 37 (2014) 2, S.121-132 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406413505873
Schlagwörter	Preservice Teacher Education; Self Efficacy; Preschool Teachers; Special Education Teachers; Teacher Attitudes; Early Intervention; Correlation; Inclusion; Surveys; Teacher Characteristics; Classroom Environment; Educational Practices + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Korrelation; Inklusion; Survey; Umfrage; Befragung; Klassenklima; Unterrichtsklima; Bildungspraxis
Abstract	This paper includes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs (competence and confidence) of early intervention and preschool teachers with regard to either natural environment or inclusion practices. The participants were 1,178 educators employed in either Part C early intervention (n = 615) or Part B (619) preschool special education (n = 563) programs in 45 United States, the District of Columbia, and the U.S. Virgin Islands. Results showed that feelings of preservice teacher preparedness were related to the self-efficacy beliefs of both early intervention and preschool special education teachers, and that teacher discipline and the type of degree moderated the relationship between teacher preparedness and self-efficacy beliefs among preschool special education but not early intervention teachers. Implications for understanding preservice factors contributing to teacher adoption and use of natural environment or inclusion practices are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10