Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
Yada, A., Björn, P. M., Savolainen, P., Kyttälä, M., Aro, M., & Savolainen, H. (2021). Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland. Teaching and teacher education, 105, Article 103398. https://doi.org/10.1016/j.tate.2021.103398
Published inTeaching and teacher education
© 2021 the Authors
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for self-efficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to their resilience. The findings would be beneficial for developing pre- and in-service teacher education.
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Additional information about fundingThis work was supported by Finnish Ministry of Education and Culture [grant number OKM/JY/79/592/2018].
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