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The effectiveness of a special school experience for improving preservice teachers’ efficacy to teach children with special educational needs and disabilities
Author(s) -
Coates Janine K.,
Harris Jo,
Waring Michael
Publication year - 2020
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3605
Subject(s) - psychology , inclusion (mineral) , thematic analysis , self efficacy , mathematics education , special education , qualitative research , special needs , medical education , pedagogy , qualitative property , teacher education , population , multimethodology , medicine , sociology , social psychology , social science , environmental health , machine learning , psychiatry , computer science , psychotherapist
Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi‐method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self‐efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi‐structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self‐efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers.