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Education Research International
Volume 2012, Article ID 581352, 8 pages
http://dx.doi.org/10.1155/2012/581352
Research Article

Enhancing the Inclusive Self-Efficacy of Preservice Teachers through Embedded Course Design

School of Teacher Education, Charles Sturt University, Panorama Avenue, Bathurst, NSW 2795, Australia

Received 1 August 2012; Revised 21 September 2012; Accepted 22 October 2012

Academic Editor: Michael Bender

Copyright © 2012 Lucia Zundans-Fraser and Julie Lancaster. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study was an initial investigation into the effects of Embedded Design on the self-efficacy of pre-service teachers studying inclusive education. Forty-one participants completed pre- and postquestionnaires to determine differences in self-efficacy prior to and again at completion of an inclusive education course in an undergraduate teaching degree. A modified version of the scale developed by Hickson (1995), the “Self-Efficacy toward Future Interactions with People with Disabilities” (SEIPD) was employed for data collection. This data was supplemented by way of anonymous formal student feedback collected from the university. Findings indicate that the theoretically designed course did in fact significantly improve self-efficacy between pre- and postoccasions. Limitations of the present study are discussed as well as implications for future practice in the design of preservice courses for inclusive education.