The Design of Inclusive Education Courses and the Self-Efficacy of Preservice Teacher Education Students
Overview & Synopsis
This study examines whether participation in a 13-week undergraduate inclusive education course covaried with an improvement in the self-efficacy of preservice elementary education teachers. We sought to determine whether self-efficacy was influenced differentially by the type of field-based placement experienced by students in the course. The results showed that an improvement in student self-efficacy co-varied with participation in the inclusive education course, although the field-based placement did not differentially affect self-efficacy at a statistically significant level. (Contains 1 table.)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | The Design of Inclusive Education Courses and the Self-Efficacy of Preservice Teacher Education Students |
|---|---|
| Author / Organization | Lancaster, Julie, Bain, Alan |
| Subject & Discipline | Self Efficacy, Preservice Teachers, Inclusive Schools |
| Categories | Education & Pedagogy |
| Publication Year | 2007 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-148166 |
| Original Source Link | Visit Source Page on eric.ed.gov » |