Drop, Merel (2025) Self-Efficacy in Dutch Preservice Teachers: Assessing Readiness for Inclusive Teaching. Master thesis, Pedagogical and Educational Sciences.
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Abstract
The self-efficacy of Dutch preservice teachers in inclusive education is examined in this study, with particular attention paid to self-efficacy in collaborative learning, classroom management, and instructional practices. The study used Teacher Efficacy for Inclusive Practices (TEIP) questionnaire and semi-structured interviews as part of a mixed-methods methodology. Although qualitative data revealed ongoing difficulties in real-world implementation, quantitative results showed modest self-efficacy across all categories, with controlling classroom behavior receiving the highest score. Internships, mentorship quality, and structural obstacles like big class sizes and a lack of resources were all factors that affected self-efficacy. The results highlight the necessity of emphasizing real-world, experiential learning, improved mentoring, and methods to overcome structural obstacles in teacher preparation programs. By addressing these issues, preservice teachers' readiness for inclusive education can be greatly increased, which will help create more equal learning environments. Keywords: Inclusive education, preservice teachers, self-efficacy, Dutch education, TEIP scale
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Tan, R. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Orthopedagogiek [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 25 Feb 2025 12:44 |
| Last Modified: | 25 Feb 2025 12:44 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4716 |
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