Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length
Bibliographic record
Abstract
This study investigated how pre-service teachers’ self-efficacy for teaching within inclusive classrooms changes over the course of their teacher education programme, what factors predict levels of self-efficacy, and what factors contribute to gains in self-efficacy. Two hundred and twenty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Learning and Teaching Questionnaire (BLTQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) at two points in time: at the onset of their first course on inclusive education, and again approximately one year later. The results of this study showed that participants with a higher number of weeks on practicum experienced growth across all three factors of self-efficacy measured by the TEIP. Additionally, participants who held more pro-inclusion beliefs experienced more gains in self-efficacy in their abilities to use inclusive instruction and manage student behaviour in the classroom. The grades participants were preparing to teach (elementary or secondary) and their amount of experience with diverse populations predicted initial self-efficacy, however these factors were mostly not associated with gains in self-efficacy. Implications for practice and research are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".