Work

Influences of case-based inclusive education coursework and disability-related contact experiences on secondary preservice teachers' efficacy for inclusive practices: variable- and person-centered approaches

Year: 2026

Type: article

Abstract: Introduction: Little is known about how case-based inclusive education coursework and disability-related contact experiences, two increasingly emphasized components of contemporary teacher education, shape secondary preservice teachers' (SPTs') efficacy for inclusive practices. Methods: This study used variable-centered and person-centered approaches to examine the effects of a case-based inclusive education coursework intervention on Chinese secondary preservice teachers' efficacy for inclusive practices and to assess whether disability-related contact experiences shaped these outcomes. A sample of 483 SPTs completed the Teacher Efficacy for Inclusive Practices Scale before and after the coursework. Results: Variable-centered analyses showed that the case-based coursework significantly improved SPTs' efficacy for inclusive practices, with gains largely consistent across levels of disability-related contact experiences. Person-centered analyses identified three latent efficacy profiles-low, moderate, and high-which remained generally stable over time but also showed meaningful transitions. Disability-related contact experiences predicted the likelihood of these transitions. Discussion: These findings demonstrate the broad effectiveness of case-based coursework and illuminate differentiated developmental pathways in SPTs' efficacy for inclusive practices. The results provide important implications for strengthening preservice preparation for inclusive education.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2026.1765852

Authors: Weihao Xin, Boya Wang, Zhenzhen Zhang, Fuxin Lian

Institutions: Hangzhou Normal University, East China Normal University

Language: English

Topic: Inclusion and Disability in Education and Sport

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: gold

Estimated APC paid: $3,801