A study on the perceptions and efficacy towards inclusive practices of teacher trainees

Paola Aiello, Erika Marie Pace, Dimiter M. Dimitrov, Maurizio Sibilio


This paper presents a study on the implicit dimensions that influence teacher agency and is aimed at investigating the teachers’ sentiments, attitudes, concerns and perceived levels of efficacy to implement inclusive practices. The sample comprised in two groups: the first included 221 pre-service teachers undergoing training to teach in secondary schools and the second were 131 in-service teachers following a course to obtain the learning support teachers’ warrant.
The TEIP and the SACIE-R scales were administered to conduct the study. Results showed that the future learning support teachers had generally higher scores than the pre-service teachers. The positive attitude of the former group towards inclusive practices, however, seemed not to be linked to their greater teaching experience but more likely to the characteristics of their course of education.

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