Pre-service teachers' and recent teacher graduates' perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study

Aruna Devi; Rahul Ganguly

doi:10.1080/13603116.2022.2088869

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Pre-service teachers' and recent teacher graduates' perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study

Journal article

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Pre-service teachers' and recent teacher graduates' perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study

Aruna Devi and Rahul Ganguly

International Journal of Inclusive Education, Vol.28(10), pp.2218-2234

2024

DOI: https://doi.org/10.1080/13603116.2022.2088869

Appears in UniSC Diversity and Inclusion Research Collection

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Abstract

Teacher education and professional development of educators

Special education and disability

Education policy

Equity and access to education

Inclusive education

autism

teacher self-efficacy

inclusive education

education decision-making

UniSC Diversity Area - Disability and Inclusion

In Australia, an increasing number of students with Autism Spectrum Disorder (ASD) are educated in inclusive classrooms. Research shows that teachers’ self-efficacy beliefs impact the implementation of inclusionary practices. Eight pre-service teachers and eight recent teacher graduates were interviewed to gain insights into their experiences and perceptions of the inclusion of students with ASD. Specifically, this study explored the types of preparation: (1) university education, (2) experiences with students with ASD, and (3) support from school administration and its impact on participants’ self-efficacy beliefs. Results indicated that participants who had more education, training, and previous experiences of engagements with individuals with ASD showed a higher level of self-efficacy. Participants’ self-efficacy was linked to hands-on experience, guidance from mentor teachers, ongoing support from teacher-aides and school administration, frequent liaison with parents and professionals, building rapport with students, and undertaking ASD-specific coursework. Extending Bandura's theoretical self-efficacy framework, this study contributes to collective self-efficacy characterised by supportive administrations, colleagues, parents, health experts (e.g. psychologists) and educational authorities. Implications for policy, teacher education programmes and ongoing professional development for teachers are presented, including recommendations on considering wider avenues to increase teacher efficacy.

Details

Title: Pre-service teachers' and recent teacher graduates' perceptions of self-efficacy in teaching students with Autism Spectrum Disorder – an exploratory case study
Authors: Aruna Devi (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Rahul Ganguly (Author) - Charles Sturt University
Publication details: International Journal of Inclusive Education, Vol.28(10), pp.2218-2234
Publisher: Routledge
Date published: 2024
DOI: 10.1080/13603116.2022.2088869
ISSN: 1464-5173
Grants: USQ Research and Training Scheme 2013-2019, RTS 2013-2019, University of Southern Queensland (Australia, Toowoomba) - USQ
Organisation Unit: School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; Indigenous and Transcultural Research Centre
Language: English
Record Identifier: 99649679002621
Output Type: Journal article

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Collaboration types: Domestic collaboration
Web Of Science research areas: Education & Educational Research

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