Authors

Michelle L. Bannister-Tyrrell, University of New EnglandFollow
Sofia Mavropoulou, University of New EnglandFollow
Marguerite Jones, University of New EnglandFollow
Jeffrey Bailey, University of New EnglandFollow
Anne O'Donnell-Ostini, University of New EnglandFollow
Rinchen Dorji, University of New EnglandFollow

Initial Teacher Preparation for Teaching Students with Exceptionalities: Pre-service Teachers' Knowledge and Perceived Competence

Abstract

This research study surveyed 100 undergraduate teacher education students in a regional university in Australia, explored self-reported perceptions of their knowledge about students with exceptional needs, and their competence to be effective educators of these students in an inclusive classroom. Additionally, we included a measure of general attitude toward teaching in an inclusive classroom. What made this exploratory study atypical was broadening the concept of ‘exceptionality’ to the inclusion of items related to students with physical and cognitive challenges, superior academic gifts and those deemed to be twice exceptional. The results were unexpected in that teachers’ age, parental status and exposure to units of study in special and inclusive education did not differentiate their knowledge, perceived competence, or general attitude.

Recommended Citation

Bannister-Tyrrell, M. L., Mavropoulou, S., Jones, M., Bailey, J., O'Donnell-Ostini, A., & Dorji, R. (2018). Initial Teacher Preparation for Teaching Students with Exceptionalities: Pre-service Teachers' Knowledge and Perceived Competence. Australian Journal of Teacher Education, 43(6). https://doi.org/10.14221/ajte.2018v43n6.2