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The study analyzes a scale measuring teaching self-efficacy for inclusion and incorporates key variables including teacher preparation program type, knowledge of inclusion law and policy, prior contact with people with disabilities, confidence in teaching students with disabilities, and prior teaching experience and training. Data were collected from 380 pre-service teachers, and implications for developing international teacher preparation programs are discussed to strengthen self-efficacy.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/do-pre-service-teachers-feel-ready-to-teach-in-inclusive-classrooms-a-four-country-study-of-teaching-self-efficacy/593510/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/do-pre-service-teachers-feel-ready-to-teach-in-inclusive-classrooms-a-four-country-study-of-teaching-self-efficacy/593510.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main focus of the study?","Question",{"text":113,"@type":114},"The study examines pre-service teachers’ teaching self-efficacy for inclusive education and how it relates to demographic and training variables across four countries.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were self-efficacy and inclusion readiness measured?",{"text":118,"@type":114},"The paper uses an inclusion-focused scale designed to measure teaching self-efficacy and analyzes its relationship with variables such as preparation program type and prior experience.",{"name":120,"@type":111,"acceptedAnswer":121},"Which factors were found to impact teaching self-efficacy for inclusion?",{"text":122,"@type":114},"Impacts include teacher preparation program type, knowledge of inclusion law and policy, prior interactions with people with disabilities, confidence in teaching students with disabilities, and prior teaching experience and training with students with disabilities.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},593510,1792161557,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 1 | Article 3 |\n| --- | --- |\n| 2013\u003Cbr>Do Pre-service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-efficacy.\u003Cbr>Tim Loreman\u003Cbr>Concordia University College of Alberta, [tim.loreman@concordia.ab.ca](tim.loreman@concordia.ab.ca)\u003Cbr>Umesh Sharma\u003Cbr>Monash University, [umesh.sharma@monash.edu](umesh.sharma@monash.edu)\u003Cbr>Chris Forlin\u003Cbr>HKiED, [cforlin@ied.edu.hk](cforlin@ied.edu.hk) |  |\n\nRecommended Citation  \nLoreman, Tim; Sharma, Umesh; and Forlin, Chris (2013) \"Do Pre-service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-efficacy.,\"Australian Journal of Teacher Education: Vol. 38: Iss. 1, Article 3.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol38/iss1/3](http://ro.ecu.edu.au/ajte/vol38/iss1/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss1/3](http://ro.ecu.edu.au/ajte/vol38/iss1/3)  \nAustralian Journal of Teacher Education  \nDo Pre-service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-efficacy.  \nTim Loreman  \nConcordia University College of Alberta  \nUmesh Sharma  \nMonash University  \nChris Forlin  \nHong Kong Institute for Education  \nAbstract: This paper reports the results of an international study  \nexamining pre-service teacher reports of teaching self-efficacy for  \ninclusive education; principally focusing on the explanatory  \nrelationship between a scale designed to measure teaching self-efficacy  \nin this area and key demographic variables within Canada, Australia,  \nHong Kong, and Indonesia. The study builds on earlier work by this  \nresearch team on attitudes towards inclusion and offers a more  \ncomprehensive picture of pre-service teachers’ preparedness to teach in  \ninclusive classrooms. Data were collected from 380 pre-service  \nteachers in four countries. Results indicated that strong international  \ndifferences existed. Other factors impacting responses regarding  \nteaching self-efficacy for inclusion include the type of teacher  \npreparation program offered by the institution; variations in the level of  \nknowledge about inclusion law and policy; previous interactions with  \npeople with disabilities; confidence levels in teaching people with  \ndisabilities; and, prior teaching experience and training in working  \nwith students with disabilities. Implications for ongoing development of  \ninternational teacher preparation programs are discussed within the  \ncontext of improving self-efficacy.  \nIntroduction  \nThere is increasing recognition that effective inclusive teachers (i.e. those who cater to the needs of all within regular neighbourhood schools and classrooms) need to exhibit positive traits and skills in three areas: head, heart, and hands. Rouse (2010) argues that “there have to be changes in the ways inclusion is conceptualised and a realisation that it can only be achieved if all teachers are supported in the development of all aspects of knowing, doing and believing”(p. 51) . Rouse views this as meaning, in practical terms, the development of cognitive knowledge and the theoretical basis of the profession (head); the development of ethical and moral attitudesand beliefs reflected in one’s behavior (heart); and the acquisition of technical and practical skills necessary to carry out the essential roles of the profession (hands) . Each of these areas is under investigation by various researchers examining teacher attitudes and inclusion (for example Sharma, Forlin, & Loreman, 2008), inclusive teaching skills (for example Florian & Linklater, 2010), and knowledge acquisition relative to inclusive teaching (for example Coates, 2012) . One  \nVol 38, 1, January 2013 27  \nAustralian Journal of Teacher Education  \narea that touches on all three of these areas is teaching self-efficacy for inclusion. How teachers perceive their teaching self-efficacy has a lot t","cbCaiuTO2wAC9BPx","https://ap.wps.com/l/cbCaiuTO2wAC9BPx","pdf",157713,"English","# Abstract\n## Introduction\n## Teaching Self-Efficacy","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines pre-service teachers’ teaching self-efficacy for inclusive education and how it relates to demographic and training variables across four countries.\"},{\"question\":\"How were self-efficacy and inclusion readiness measured?\",\"answer\":\"The paper uses an inclusion-focused scale designed to measure teaching self-efficacy and analyzes its relationship with variables such as preparation program type and prior experience.\"},{\"question\":\"Which factors were found to impact teaching self-efficacy for inclusion?\",\"answer\":\"Impacts include teacher preparation program type, knowledge of inclusion law and policy, prior interactions with people with disabilities, confidence in teaching students with disabilities, and prior teaching experience and training with students with disabilities.\"}]","Do Pre-service Teachers Feel Ready to Teach in Inclusive Classrooms? - A Four Country Study of Teaching Self-efficacy | PDF",1792077386,48]