Electronic Thesis and Dissertation Repository

Thesis Format

Integrated Article

Degree

Doctor of Philosophy

Program

Education

Supervisor

Specht, Jacqueline

Abstract

In Canada’s education sector of society, inclusion upholds the notion of equity for all students regardless of any ability, race, gender, or mental well-being. With this notion, children have the right to a safe classroom environment that fosters a sense of belonging. Research has shown that for teachers to effectively implement inclusive practices, they must hold a strong notion of teacher-efficacy for teaching students with diverse needs. Teacher efficacy is “the belief or conviction that they can influence how well students learn, even those who may be considered difficult or unmotivated.” Importantly, research has found teachers’ efficacy to be related to higher student achievement outcomes, motivation, and building self-efficacy in students themselves. Research Gap: Despite understanding Teacher-efficacy to be related to many positive outcomes for the use of inclusive teaching, there is little known about its development and how it changes from preservice to in-service teaching. Subsequently, the experiences that influence teacher efficacy development are also less clear. Thus, the current research aimed to answer the following two questions through a mixed-methods design: 1. How does teacher efficacy for inclusive practice change from preservice to in-service? 2. What experiences influence teacher efficacy over time? Method: Preservice teachers from 11 Faculties of Education across Canada were given the Teacher Efficacy for Inclusive Practices questionnaire to measure efficacy scores across three time points from preservice into in-service work. In addition, participants were interviewed twice to investigate the experiences related to the development of efficacy. Results showed teacher efficacy for managing behaviour and using inclusive instruction to increase significantly from the period participants were in their first year of Faculty of Education into their second year and was maintained into the first year of teaching. Teacher efficacy for collaborationdid not change significantly at any time point. A thematic analysis of interviews showed practicum, associate teachers, and coursework to be the most frequently discussed experiences as impacting efficacy levels. These findings reveal new insight into the supports teacher candidates and in-service teachers require to increase their confidence for using inclusive practices.

Summary for Lay Audience

In Canada’s education sector, inclusion upholds the notion that all students regardless of any ability, race, gender, or mental well-being have the right to equity. Therefore, all students have the right to a safe classroom environment that fosters a sense of belonging. In order for inclusion to take place and for all students to be included, it is paramount that Canadian teachers are effective in their inclusive teaching practices.

What makes a teacher able to be inclusive? The answer is teacher efficacy (called confidence in this thesis) which is the teacher’s belief they can impact how the child learns regardless of the child’s different needs. Research shows that high teacher efficacy is related to higher achievement , motivation, and self-efficacy in students themselves. Although teacher efficacy is related to many positive outcomes for the use of inclusive teaching, there is little known about its development from initial teacher education (preservice)to beginning teaching (in-service). The current research aimed to answer 1. how teacher efficacy for inclusive practice changes from preservice to in-service and 2.What experiences influence teacher efficacy over time. Participants from 11 Faculties of Education across Canada were interviewed twice to investigate the experiences related to the development of efficacy. They also filled out the Teacher Efficacy for Inclusive Practices questionnaire across three time points from preservice into in-service work to measure efficacy scores for inclusive practices.

Results showed that teachers became much more confident for managing behaviour and using inclusive instruction from their first year of Faculty of Education into their second year and that efficacy did not significantly decrease when they entered the teaching profession. Teacher efficacy for collaboration did not change significantly at any time point. The experiences that impacted efficacy levels were practicum, associate teachers, and coursework. These findings reveal new insight into the supports teacher candidates and in-service teachers require to increase their confidence for using inclusive practices.

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