Programmatic Influences on Preservice Teachers’ Self-Efficacy Beliefs Regarding Working With Students With Disabilities

• In Event: Poster Session 13
  In Poster Session: Investigations of Teacher Education Program Design and Innovations

Abstract

This study examines the influence of programmatic structures in one teacher preparation program on teacher candidates’ efficacy beliefs related to working with students with disabilities in the general education classroom. The Self-Efficacy Toward Future Interactions with People with Disabilities Scale (SEIPD) was used to examine the influence of academic concentration (special education or content area), the stance towards inclusion modeled during the field experience, and the presence or absence of a co-teaching partnership on preservice teachers’ efficacy beliefs. Quantitative data reveal that co-teaching partnerships had the greatest influence on preservice teachers’ efficacy for working with students with disabilities. Qualitative data elicited through case study responses reveal challenges to be addressed in supporting collaboration at the initial teacher preparation level.

Author

• Holly H. Robbins, Radford University