Do Graduate Teacher Education Programs Change Teachers' Attitudes Toward Inclusion and Efficacy Beliefs?

Autor/inn/en	Tournaki, Nelly; Samuels, W. Ellery
Titel	Do Graduate Teacher Education Programs Change Teachers' Attitudes Toward Inclusion and Efficacy Beliefs?
Quelle	In: Action in teacher education, (2016) 4, S.384-398Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2016.1226200
Schlagwörter	Teacher efficacy; Attitudes toward inclusion; Elementary education; Inclusive education; Special education
Abstract	This study compared changes in attitudes toward inclusion and efficacy of 98 general and 76 special education students completing their master's degree. Data were collected at the beginning of the program, at the end of the first semester-upon completion of an Introduction to Inclusion course-and at the end of the program. Results indicated that, though attitudes toward inclusion became significantly more positive among special education students throughout the program, general education students' attitudes became significantly more positive only after completion of the inclusion course but later significantly regressed. These findings support those of other studies that demonstrate improvements of attitudes after one course. Efficacy scores followed a similar pattern for general and special education students with significant increases from the beginning to the end of the program. Implications for elementary education programs for general educators are discussed, taking into account that all teachers should be prepared to teach all students.
Erfasst von	OLC
Update	2021/4/12