Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland
: Yada Akie, Björn Piia Maria, Savolainen Pirjo, Kyttälä Minna, Aro Mikko, Savolainen Hannu
Publisher: Elsevier
: 2021
: Teaching and Teacher Education
: 103398
: 105
: 1879-2480
DOI: https://doi.org/10.1016/j.tate.2021.103398
: https://www.sciencedirect.com/science/article/pii/S0742051X21001220
: https://research.utu.fi/converis/portal/detail/Publication/58220012
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.
