Changing Pre-Service Teachers’ Beliefs to Teach in Inclusive Classrooms in Victoria, Australia

Abstract

The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers’ beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants’ beliefs and confidence level to teach in inclusive classrooms had improved significantly by the end of the course. At the beginning of the course participants were concerned if “they would be able to teach in inclusive classrooms”. At the end of the program the majority believed that they were ready to teach in inclusive classrooms but they were concerned if they will get necessary support to teach in such classrooms. The results of this study have implications both for teacher educators involved in preparing teachers for inclusive classrooms as well as researchers who are interested in using a new approach to evaluate impact of teacher training courses.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 48 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.