A Person-Centered Analysis of Chinese Preservice Teachers’ Efficacy for Inclusive Practices: Profiles, Predictors, and Differences in Inclusion-Related Perceptions
Person-centered analysis reveals three efficacy profiles in preservice teachers, suggesting targeted teacher education programs are necessary for improved self-efficacy.
Key Points
High efficacy preservice teachers exhibited more positive attitudes toward inclusive education, indicating better preparedness.
Coursework related to inclusive education correlated with increased self-efficacy among preservice teachers.
Person-centered approach identified distinct profiles, revealing the need for differentiation in teacher training programs.
Findings suggest that tailored interventions could enhance preservice teachers' perceptions and efficacy in inclusive practices.