Sustainable Development for Inclusion: A Study of Preservice Teachers' Self-Efficacy in the United States and Spain

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Special and Inclusive Education Research Virtual Poster Session

Abstract

The 2030 Agenda for Sustainable Development (SD) set a calendar to make quality education for all effective through SDG-4. Being teachers key to achieve this goal, this study examined whether pre-service teachers in the United States and Spain end their preparation ready to teach in inclusive settings. Participants were 330 pre-service elementary school teachers (n = 271 Spanish, 59 US) who completed the TEIP scale. Respondents from both countries reported a moderate level of self-efficacy but Spanish pre-service teachers tend to report less self-efficacy than US pre-service teachers. Findings depict that to measure progress in quality education for all, teacher self-efficacy becomes an important indicator that should be integrated into the quality standards of education for SD of inclusion.

Authors

• Maria Cristina Cardona, University of Alicante
  Presenting Author

• Renáta Tichá, University of Minnesota
  Non-Presenting Author

• Cristina Miralles-Cardona, University of Alicante
  Presenting Author

• Brian Abery, University of Minnesota
  Non-Presenting Author