Electronic Thesis and Dissertation Repository

Degree

Master of Arts

Program

Education

Supervisor(s)

Dr J Specht

Abstract

The purpose of this study was to ascertain the ways in which the experiences gained during practica influence the developing self-efficacy of Canadian preservice teachers in relation to inclusive classrooms. Questionnaires were issued to participants in teacher education programs at 11 institutions of higher education across Canada and the resultant data subjected to content analysis. Several themes emerged from the participant responses which were found to be influential in preservice teachers’ feelings of efficacy, with behaviour management having the greatest influence, regardless of whether participants felt successful or challenged. Academic outcomes, other school adults, relationships, diagnoses, individual education plans and resources were also identified as themes which influenced feelings of success and challenge in practica. The data also revealed attitudes and beliefs about inclusion and the impact these may have on teacher behaviour. The implications of these findings for both further research and teacher education programs are discussed.


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