Teacher Candidates' Self-Efficacy for Implementing Inclusive Practices

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Inclusivity in Preservice Teaching (Table 31)

Abstract

Inclusive teaching practices in U.S. public schools emerged in response to the Individuals with Disabilities Education Act of 2004 which requires that students with disabilities (SWDs) be instructed in the general education curriculum, in the least restrictive environment (LRE), to the maximum extent that is appropriate. Inclusive education trends require educator preparation programs (EPPs) to prepare teacher candidates to teach students with disabilities (SWDs) using inclusive practices. The researchers used a mixed-methods sequential explanatory design to examine the formation of teacher candidates' (TCs) teaching self-efficacy for implementing inclusive practices at the end of their EPP. Findings inform existing research on teachers' self-efficacy for inclusive teaching and identify areas for improving educator preparation programs.

Authors

• Linnie Greenlees, Texas Tech University

• Delia Carrizales, Texas Tech University

• Denise N. Lara, Texas A&M University - Corpus Christi