Preservice teachers' self-ratings of their competencies to teach in inclusive general education classrooms

Abstract

Iowa State University currently offers two different and distinct preservice teacher preparation programs. The traditional program reflects a more conventional way of conveying important theoretical knowledge and necessary skills to preservice students. This traditional program consists of individual course requirements coupled with practicum experiences at strategic points in the curriculum. The new megamethods curriculum creates a unique blend between university coursework and practical experience in general education classrooms. Preservice teachers involved with this curriculum spend a larger percentage of their university class time within a general education classroom. The primary purpose of this study was to determine if preservice teachers at Iowa State University felt competent to teach in inclusive general education classrooms as they sequentially completed their individual curriculum coursework. In addition, this study examined preservice teachers' ratings, from both curricula, in regard to their ratings of sensitivity toward the needs of children in the general education classroom who have differing learning abilities. The study utilized a non-static comparison group design and data was collected at the end of each methods course in the spring, 1996. The instrument used to measure preservice teacher ratings of their competencies to teach in inclusive classrooms was the Inclusive Classroom Teacher Behavior Rating Scale. This survey instrument contained items, or behaviors, the literature reported were necessary to implement in order to be successful in inclusive classrooms. Results indicated preservice teachers completing the megamethods curriculum rated themselves as more prepared to teach in inclusive classrooms than preservice teachers enrolled in the traditional curriculum. Limitations and implications of this study are also discussed.