The Design of Inclusive Education Courses and the Self-efficacy of Preservice Teacher Education Students

This study examines whether participation in a 13-week undergraduate inclusive education course covaried with an improvement in the self-efficacy of preservice elementary education teachers. We sought to determine whether self-efficacy was influenced differentially by the type of field-based placement experienced by students in the course. The results showed that an improvement in student self-efficacy co-varied with participation in the inclusive education course, although the field-based placement did not differentially affect self-efficacy at a statistically significant level.