Pre-service teachers' self-efficacy in implementing inclusive practices and resilience in Finland. (September 2021)

• Record Type: Journal Article
• Authors: Yada, Akie; Björn, Piia Maria; Savolainen, Pirjo; Kyttälä, Minna; Aro, Mikko; Savolainen, Hannu
• Is Part Of: Teaching and teacher education. Volume 105(2021)
• Publication Date: 2021-09
• Subjects: Self-efficacy -- Resilience -- Pre-service teachers -- Finland; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103398
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: 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. Highlights: Pre-service teachers' self-efficacy and resilience were investigated. Three-factor structure for self-efficacy among pre-service teachers was confirmed. Pre-service teachers' self-efficacy predicted their resilience. Gender, teaching experience, and career choice related variables explained self-efficacy and resilience differently.