Preservice Professional Preparation and Teachers’ Self-Efficacy Appraisals of Natural Environment and Inclusion Practices

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May. 01, 2014

Source: Teacher Education and Special Education, 37(2), May 2014, p. 121-132.

This article describes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs of early intervention and preschool teachers with regard to either natural environment or inclusion practices.
The participants were 1,178 educators. 615 educators employed in Part C early intervention, 619 educators employed in Part B early intervention and 563 in preschool special education programs in 45 United States, the District of Columbia, and the U.S. Virgin Islands.

Results showed that feelings of preservice teacher preparedness were related to the self-efficacy beliefs of both early intervention and preschool special education teachers.
Furthermore, the findings revealed that teacher discipline and the type of degree moderated the relationship between teacher preparedness and self-efficacy beliefs among preschool special education but not early intervention teachers.

Updated: Nov. 24, 2014
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