Preservice teachers report higher self-efficacy for inclusive education than in-service teachers¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Self-efficacy beliefs about implementing inclusive education were higher for preservice (M = 3.69) than for in-service teachers (M = 3.13). → Dignath 2022

Evidence¶

Dignath 2022¶

Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers' Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09695-0

q3 · i? · quant-synthesis · r?

Meta-analysis of standardized mean scores for self-efficacy (31 estimates from 24 studies) comparing teachers by point in career. The synthesis reports "Self-efficacy beliefs were higher for preservice (M = 3.69) than for in-service teachers (M = 3.13)"; no effect size is printed for this contrast.

"Self-efficacy beliefs were higher for preservice (M = 3.69) than for in-service teachers (M = 3.13)."

Discussion¶

Related Claims¶

• Training and interventions improve teachers' cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93) — related
• Teachers' cognitive appraisals, emotional appraisals, and self-efficacy about inclusive education average in the mid-range of measurement scales, indicating room for growth — a broader claim this one bears on
• Professional development for in-service teachers produces large gains in teachers' knowledge about inclusive education (g = 0.93) — related