Enhancing the Inclusive Self-Efficacy of Preservice Teachers through Embedded Course Design

Abstract

This study was an initial investigation into the effects of Embedded Design on the self-efficacy of pre-service teachers studying inclusive education. Forty-one participants completed pre-and postquestionnaires to determine differences in self-efficacy prior to and again at completion of an inclusive education course in an undergraduate teaching degree. A modified version of the scale developed by Hickson (1995), the "Self-Efficacy toward Future Interactions with People with Disabilities" (SEIPD) was employed for data collection. This data was supplemented by way of anonymous formal student feedback collected from the university. Findings indicate that the theoretically designed course did in fact significantly improve self-efficacy between pre-and postoccasions. Limitations of the present study are discussed as well as implications for future practice in the design of preservice courses for inclusive education.

A Theory-driven Approach to Subject Design in Teacher Education

“…This is based upon a model of organisational design first implemented and researched in a K-12 setting (Bain, 2007) and then adapted and extended to other school settings and the higher education sector (Bain, Walker & Chan, 2011;Bain & Weston, 2012;Lancaster & Auhl, 2013;Zundans-Fraser, 2014;Zundans-Fraser & Lancaster, 2012). The four principles used in this study included: embedded design, feedback, dispersed control and common schema.…”

“…In an educational context this ensures a sound relationship between learning and teaching. In the context described in this paper, this can involve creating the conditions for sharing feedback, or designing a process where evidence-based practices are embedded in subject design and delivery (Zundans-Fraser & Lancaster, 2012). Embedded design means making operational those things that faculty members are committed to by using elements in some way through day-to-day activities, building capacity and familiarity to ensure selfreinforcement.…”

“…These cycles reflected an embedded design approach, created opportunities for emergent feedback, dispersed control from the faculty member to the preservice teacher cohort and helped contribute to the development of a common schema for practice. This built on prior studies completed in subject and program design utilising principles of self-organisation (Bain, 2007;Bain, Walker & Chan, 2011;Lancaster & Auhl, 2013;Zundans-Fraser & Lancaster, 2012). In this study the intent was to extend on this earlier work with a focus on subject design and pre-service teacher experiences.…”

Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

“…Teacher Self-Efficacy is defined as a teacher's beliefs about his or her ability to create student learning and engagement outcomes as they see fit (Tschannen-Moran & Woolfolk-Hoy, 2001). Teacher Self-Efficacy is important because high levels correlate with many positive outcomes for both teachers and students (Caprara, Barbaranelli, Steca, & Malone, 2006;Goddard, Hoy, & Hoy, 2000;Tschannen-Moran & Woolfolk Hoy, 2001;Zundans-Fraser & Lancaster, 2012). Teacher Self-Efficacy can be measured by self-report, and closely aligns with teachers' actual competence (Klassen & Virginia, 2014;Tschannen-Moran, Hoy, & Hoy, 1998).…”

Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice

“…The self-organizing approach involves applying principles derived from the work of Bain (2007) on a self-organizing K-12 school, and then adapted and extended to other school settings (Bain, Walker & Chan, 2011;Bain & Weston, 2012) and the higher education sector (Lancaster & Auhl, 2013;Zundans-Fraser, 2014;Zundans-Fraser & Lancaster, 2012;Zundans-Fraser & Auhl, 2016). Self-organizing systems theory involves the application of six principles that enable change from the ground up.…”