A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim improving schools. Previous studies shown importance latent characteristics prospective teachers for successful implementation schools pointed to role developing these characteristics. To measure potential changes attitudes, intentions, concerns, self?efficacy, 132 student from were surveyed before after course about inclusive education. Internationally validated scales used: Attitudes towards Inclusion Scale (AIS), Intention Teach Inclusive Classroom (ITICS), Concerns Education (CIES), Teacher Efficacy Practices scale (TEIP). The results German Canadian groups differed: while significant self-efficacy occurred between first second measurement points both countries, outcome other factors varied. Significant intentions use teaching practices found but not Germany. are discussed context programs fostering practices.