Article

The Effects of Inclusive-Classroom Experience on Early Childhood Preservice Teachers’ Self-Efficacy

Author

Hyun Jin Kim

Information

pp. 161~179 / 2012 Vol.6 No.1

Abstract

This study examined preservice teachers’ self-efficacy in teaching children with disabilities to determinewhether firsthand field experience in an inclusive setting influences preservice teachers’ self-efficacy. Atotal of 146 preservice teachers enrolled in an early childhood teacher education program in a suburbanarea in the U.S. Midwest participated in this study. The results revealed that the preservice teachers withfirsthand field experience (attendance) in an inclusive classroom perceived themselves to be moreefficacious than their counterparts. However, there were no significant effects of time spent at theinclusive setting and courses taken. The present study discusses educational implementation of firsthandexperience into teacher preparation programs to enhance teacher effectiveness.

Keywords