Electronic Journal for Inclusive Education
Abstract
Teacher confidence levels have been shown to increase with training, exposure to specific situations, knowledge, and utilization of interventions. The purpose of this study was to investigate preservice teachers’ confidence levels in teaching students with special needs. The 287 participants were from three separate education departments within a college of education. The results indicated that students working toward a teaching credential in the field of special education reported higher confidence levels than did those seeking a credential in secondary and elementary education. In addition, secondary teacher candidates reported higher confidence levels than did elementary teacher candidates. Based on the findings, implications for policy, practice, and further research are discussed.
Repository Citation
Jung, W.,
Cho, G.,
& Ambrosetti, D.
(2011).
Preservice Teachers' Confidence Levels in Working with Students with Special Needs: Improving Preservice Teacher Training Programs,
Electronic Journal for Inclusive Education, 2
(7).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
