Russian And British Pre-Service Teachers’ Self-Efficacy And Attitudes Regarding Inclusive Education

Abstract

Teachers’ attitudes towards inclusive education and their perceived self-efficacy beliefs have a huge impact on the quality of education when transferring knowledge and skills from teachers to pupils in an inclusive classroom. Positive attitudes and strong self-efficacy beliefs may be shaped and reached by pre-service teachers when studying at a university and preparing to become teachers. A number of factors may also influence these variables, including specially designed university modules about inclusive and special education. Attitudes and self-efficacy beliefs can also be mutually dependent. This study examined the attitudes and self-efficacy beliefs of pre-service teachers from two countries, Russia and the UK, enrolled in teacher training programmes. The research showed that students from the UK held more positive attitudes towards inclusive education, and levels of their teacher self-efficacy beliefs were higher compared to the results displayed by their Russian counterparts. The students who completed university modules on special and/or inclusive education were more accepting of inclusion in contrast to those who did not have an opportunity to undertake such a module (this was mainly the case with pre-service teachers in Russia). Other factors like knowledge of the local legislation, levels of self-confidence, year of studies, relevant experience had a certain impact on pre-service teachers’ attitudes and self-efficacy. This study provides suggestions for some changes in the system of teacher educatio