Email this article 
SELF EFFICACY CHANGES IN COLLABORATIVE COURSE FOR INCLUSIVE EDUCATION PRESERVICE TEACHERS
Unik Ambarwati, Universitas Negeri Yogyakarta
Abstract
The number of inclusive schools improves significantly in the last 10 years in Indonesia. However, there is a lack of effort to prepare future teachers so they have inadequate knowledge, skills, and experiences to provide education services for diverse students including students with special needs. This research examines the changes of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course that integrates between special education content and elementary education content. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy changed significantly (t34 = -2.16; p < .05), especially in efficacy for instructional strategies (t34 = -2.73; p < .05). The qualitative data also supported this finding based on three cases of preservice teachers who have different genders, previous experiences, and attitudes toward students with learning problems. Several recommendations for future collaborative courses and a new direction for the teacher preparation programs are discussed.
Keywords
Full Text:
PDFReferences
Ahsan, M. T., Sharma, U., & Deppeler, J. M. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20. https://research.monash.edu/en/publications/exploring-pre-service-teachers-perceived-teaching-efficacy-attitu.
Ambarwati, U., Rahmadona, D., & Pujaningsih, P. (2017). A development of collaborative course to improve preservice teachers’ self-efficacy and attitude toward inclusion in Indonesia. Unpublished manuscript. Yogyakarta.
Astono, J., Rosana, D., & Maryanto, A. (2010). Pengembangan model praktikum sains untuk siswa tunanetra melalui pendidikan konstrukstivis serta aplikasinya pada pendidikan inklusif. [Development of science practicum models for blind students through constructivist education and its application to inclusive education]. Cakrawala Pendidikan, 29(1), 43-54. doi:10.21831/cp.v1i1.217.
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. doi:10.1080/08856250210129056.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company.
Brown, K. S., Welsh, L. A., Hill, K. H., & Cipko, J. P. (2008). The efficacy of embedding special education instruction in teacher preparation programs in the United States. Teaching and Teacher Education, 24(8), 2087-2094. doi:10.1016/j.tate.2008.02.013.
Crowe, E. (2010). Measuring what matters: A stronger accountability model for teacher education. http://americanprogress.org.
Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25. https://www.jstor.org/stable/3594491.
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353. doi:10.1080/13603110903030089.
DeSimone, J. R., & Parmar, R. S. (2006). Middle school mathematics teachers’ beliefs about inclusion of students with learning disabilities. Learning Disabilities Research & Practice, 21(2), 98-110. doi:10.1111/j.1540-5826.2006.00210.x}.
Ferguson, D. L. (2008). International trends in inclusive education: the continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109-120. doi:10.1080/08856250801946236.
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195-209. doi:10.1080/13603110701365356.
Frey, T. J., Andres, D. K., McKeeman, L. A., & Lane, J. J. (2012). Collaboration by design: Integrating core pedagogical content and special education methods courses in a preservice secondary education program. The Teacher Educator, 47(1), 45-66. doi:10.1080/08878730.2011.632473.
Gao, W., & Mager, G. (2011). Enhancing preservice teachers’ sense of efficacy and attitudes toward school diversity through preparation: A case study of one U.S. inclusive teacher education program. International Journal of Special Education, 26(2), 92-107. https://eric.ed.gov/?id=EJ937178.
Hadis, F. A. (2005, 9 July). Toward Inclusive, inclusive education in Indonesia: A country report. Presented at Seisa University, Ashibetsu-shi, Hokkaido, Japan. http://www.jldd.jp/gtid/global_trend/6-Toward_InclusiveInclusive_Educa-Indonesia-Co.pdf.
Harvey, M. W., Yssel, N., Bauserman, A. D., & Merbler, J. B. (2010). Preservice teacher preparation for inclusion: An exploration of higher education teacher-training institutions. Remedial and Special Education, 31(1), 24-33. doi:10.1177/0741932508324397.
Lancaster, J., & Bain, A. (2010). The design of pre-service inclusive education courses and their effects on self-efficacy: A comparative study. Asia-Pacific Journal of Teacher Education, 38(2), 117-128. doi:10.1080/13598661003678950.
Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four country study of teaching self-efficacy. Australian Journal of Teacher Education, 38(1), 27-44. doi:10.14221/ajte.2013v38n1.10.
Markow, D., & Cooper, M. (2008). The MetLife survey of the American teacher: Past, present, and future. New York, NY: Metlife, Inc.
Peebles, J. L., & Mendaglio, S. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12). doi:10.1080/13603116.2014.899635.
Permendiknas RI 2009 No. 70. Pendidikan inklusif bagi peserta didik. [Inclusive Education for students].
Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191-218. doi:10.1080/01443410601066693.
Rudiyati, S. (2013). Peningkatan kompetensi guru sekolah inklusif dalam penanganan anak berkebutuhan khusus melalui pembelajaran kolaboratif. [Increasing competence of inclusive school teachers in handling special needs children through collaborative learning]. Cakrawala Pendidikan, 32(2), 296-306. doi:10.21831/cp.v0i2.1488.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3 & 4), 207-231. doi:10.1207/s15326985ep2603&4_2.
Sharma, U., Simi, J., & Forlin, C. (2015). Preparedness of pre-service teachers for inclusive education in the Solomon Islands. Australian Journal of Teacher Education Australian Journal of Teacher Education Australian Journal of Teacher Education, 40(5), 103-116. doi:10.14221/ajte.2015v40n5.6.
Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41(3), 323-339. doi:10.1007/s11125-011-9207-5.
Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., … Cloutier, S. (2016). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education, 20(1), 1-15. doi:10.1080/13603116.2015.1059501.
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28(2), 108-116. doi:10.1177/07419325070280020101.
Suparno. (2011). Desain pembelajaran untuk guru TK inklusif. [Learning design for inclusive kindergarten teachers]. Cakrawala Pendidikan, 3(3), 388-400. doi:10.21831/cp.v3i3.4203.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. doi:10.3102/00346543068002202.
Tschannen-Moran, Megan, & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. doi:10.1016/S0742-051X(01)00036-1.
Undang-Undang RI 2003 No. 20. Sistem Pendidikan Nasional. [National Education System].
Wang, L. Y., Tan, L. S., Li, J. Y., Tan, I., & Lim, X. F. (2017). A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students. Journal of Educational Research, 110(2), 140-150. doi:10.1080/00220671.2015.1052953.
Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747-766. doi:10.1016/j.tate.2005.05.009.
Zhang, D., Wang, Q., Stegall, J., Losinki, M., & Katsiyannis, A. (2018). The construction and initial validation of the student teachers’ efficacy scale for teaching students with disabilities. Remedial and Special Education, 39(1), 39-52. doi:10.1177/0741932516686059.
DOI: https://doi.org/10.21831/cp.v39i1.26669
Refbacks
- There are currently no refbacks.
Social Media:
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.
