Factors Influencing Pre-service Teachers' Attitudes and Self-Efficacy towards Inclusive Education

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atmire.migration.oldid4846
dc.contributor.advisorAndrews, Jac
dc.contributor.authorHoey, Felecia
dc.contributor.committeememberBrandon, Jim
dc.contributor.committeememberGereluk, Dianne
dc.date.accessioned2016-09-02T15:03:33Z
dc.date.available2016-09-02T15:03:33Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractTo prepare teachers for work in inclusive classrooms, it is important to develop an understanding of factors contributing to teachers’ success. Two such factors are teachers’ attitudes and self-efficacy towards inclusion. Currently, there is debate regarding demographic influences, limited examination of program influences, and little research analyzing Western Canadian contexts, for both factors. The purpose of this study is to address these empirical gaps by investigating demographic and program variables regarding Western Canadian pre-service teachers’ reported attitudes and self-efficacy. Findings revealed more positive attitudes related to higher levels of self-efficacy. First year students were more positive than second year students, and those with a bachelor’s degree had more positive attitudes than those who had only completed secondary school. Pre-service teachers’ positive attitudes also correlated with positive views about their courses and their B.Ed. program. Findings are discussed regarding implications, followed by strengths and limitations with suggestions for future research.en_US
dc.identifier.citationHoey, F. (2016). Factors Influencing Pre-service Teachers' Attitudes and Self-Efficacy towards Inclusive Education (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26149en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26149
dc.identifier.urihttp://hdl.handle.net/11023/3253
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducational Psychology
dc.subjectEducation--Teacher Training
dc.subjectEducation--Tests and Measurements
dc.subjectEducation
dc.subject.classificationInclusionen_US
dc.subject.classificationInclusive Educationen_US
dc.subject.classificationTeacher Trainingen_US
dc.subject.classificationattitudesen_US
dc.subject.classificationSelf-efficacyen_US
dc.titleFactors Influencing Pre-service Teachers' Attitudes and Self-Efficacy towards Inclusive Education
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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