PDF(Pubmed)
Abstract：
This study evaluates teacher self-efficacy perceptions among students in the Master\'s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program\'s training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the \"Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All\" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers\' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.
摘要：
这项研究评估了中等教育和学士学位硕士学位学生的教师自我效能感，职业培训,语言教学（MDSE）以及影响这些感知的变量以及它们与程序训练的联系。这项研究揭示了自我效能如何影响对关注点的看法，感情,以及当前教育格局中对多样性和包容性教育的态度。在接受调查的205名女性和100名男性MDSE学生中，他们要么是毕业生，要么接近尾声，数据是使用分布在西班牙大学的“中等教育中的教师教育：全民包容性学校教学的关键要素”（FORPES-IN）问卷收集的。使用了问卷中的三个主要工具：教师自我效能简表(TSES-SF)，未来中等教育教师关于多样性观念的问卷，和修改后的情感量表，态度,以及对包容性教育的担忧(SACIE-R)。研究结果表明，大多数准教师表现出中等至较高的自我效能感。非正规教学经验等变量，加入MDSE计划的原因,以及与弱势个体的定期互动，特别是在社会和健康科学领域，适度影响自我效能感。这项研究揭示了接受培训与自我效能感之间的紧密联系。特别是,自我效能感较高的参与者感觉更有能力处理课堂多样性，并积极评价MDSE计划。确定了增强区域，如课堂管理和多元化的评估策略。最后,高自我效能感和对残疾的积极态度之间存在正相关，包容性教育原则，减少了对包容性教学的担忧。
