Teacher training for inclusive education had a large effect on teachers' knowledge and moderate effects on willingness to change, skills, and beliefs in the fitted Willingness-to-Change model¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In the Willingness-to-Change model path estimates, training participation had a large effect on professional knowledge (β = 0.81) and moderate effects on willingness to change (β = 0.37), perceived skills (β = 0.43), and beliefs (β = 0.25). → Donath 2025

Evidence¶

Donath 2025¶

Donath, J. L., Lüke, T., Tran, U. S., Botes, E., & Goetz, T. (2025). The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10081-9

q3 · i3 · quant-synthesis · r?

Path estimates from the main MASEM analysis of the Willingness-to-Change model (Fig. 4). The article reports standardized path coefficients with 95% CIs, including "β = 0.81" for training to knowledge, β = 0.37 for willingness to change, β = 0.43 for skills, and β = 0.25 for beliefs.

"Participation in teacher training had a large effect on teachers’ professional knowledge (β = 0.81, 95% CI [0.64, 0.97]) and moderate effects on teachers’ willingness to change (β = 0.37, 95% [0.23, 0.51])"

Discussion¶

Related Claims¶

• Knowledge-to-Practice, Reaction-to-Training, and Practice-to-Belief models were not well-suited to explain empirical transfer data, and Knowledge-Skills-Beliefs fit only in RCT/quasi-experimental subsets — related
• In the fitted model, teachers' knowledge and willingness to change predicted teaching practice, whereas professional beliefs did not significantly influence teaching practice — related
• Teacher design teams in three African studies (Ethiopia, Ghana, Tanzania) were associated with increases in teachers' knowledge and skills — a narrower finding that bears on this claim