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

Inclusive education has emerged as a paramount national priority in China, representing a critical strategy for advancing educational equity and fostering the social integration of students with disabilities. Recent national education statistics reveal that a significant portion of students enrolled in special education, approximately 50.51% or 460,652 individuals, are integrated into mainstream school settings, either through full inclusion or within specialized classes attached to regular schools. Of these, a substantial number, 154,010, are in secondary schools, highlighting the growing demand for educators equipped to handle diverse learning needs at this crucial educational stage. In response, national policies, including the Regulations on the Education of Persons with Disabilities and the 14th Five-Year Special Education Improvement Action Plan, mandate the development of robust teacher preparation mechanisms. This includes compulsory coursework in inclusive education and enhanced professional support, underscoring an urgent need to equip future teachers with the necessary skills and confidence for inclusive practices.

Despite these policy directives, the practical implementation of inclusive education, particularly in secondary schools, presents unique challenges. These include the specialized nature of subject instruction, intense exam-oriented pressures, and often limited school-based support systems. Consequently, many secondary school teachers may enter the profession with insufficient knowledge of disabilities and limited practical experience in individualized instruction, both during their preservice training and in subsequent professional development. These structural and professional deficits can significantly undermine teachers’ self-efficacy for inclusive practices, a crucial factor directly linked to the quality of inclusive education delivery.

A recent study, conducted at a normal university in eastern China, delved into the complex interplay between pedagogical interventions and personal experiences in shaping the efficacy of secondary preservice teachers (SPTs) for inclusive practices. Utilizing both variable-centered and person-centered analytical approaches, the research examined the impact of a case-based inclusive education coursework intervention on SPTs’ confidence and competence in inclusive teaching. The study also investigated how disability-related contact experiences, both in everyday life and during schooling, influenced these outcomes.

Key Findings from the Study

The research, involving 483 SPTs who completed efficacy assessments before and after the coursework, revealed several significant insights:

• Broad Effectiveness of Case-Based Coursework: Variable-centered analyses demonstrated that the case-based inclusive education coursework led to statistically significant improvements in SPTs’ overall efficacy for inclusive practices. These gains were largely consistent across different levels of prior disability-related contact experiences, suggesting the intervention’s broad applicability. The study noted particularly substantial mean gains in both overall efficacy and efficacy in inclusive instruction.

• Differentiated Developmental Pathways: Person-centered analyses identified three distinct profiles of efficacy among the preservice teachers: low, moderate, and high. While these profiles showed a degree of stability over time, meaningful transitions between them were also observed. This suggests that the development of efficacy is not a uniform process but rather unfolds through differentiated developmental trajectories.

• Influence of Contact Experiences on Transitions: Disability-related contact experiences played a role in shaping these transitions. Specifically, peer contact during schooling was found to reduce the likelihood of SPTs moving from a low-efficacy profile to a moderate one. Conversely, everyday interpersonal contact with individuals with disabilities was associated with a greater likelihood of both downward and upward transitions among those in the moderate-efficacy profile, indicating a complex and nuanced influence of personal experiences on professional development.

Methodology and Intervention Design

The study employed a quasi-experimental, single-group pre- and post-intervention design. Participants, enrolled in an elective inclusive education course, completed the Teacher Efficacy for Inclusive Practices (TEIP) Scale before and after the intervention. The TEIP Scale, a widely recognized instrument, assesses efficacy across three dimensions: inclusive instruction, behavior management, and collaboration.

The core of the intervention was a 16-session case-based inclusive education coursework module. This curriculum was delivered by experienced instructors and focused on five key areas: an overview of inclusive education, understanding student diversity and educational needs, classroom management in inclusive settings, curriculum and instructional adaptation, and communication and collaboration for inclusion. The pedagogical approach prioritized case analysis, collaborative discussions, and reflective synthesis, aiming to bridge theoretical knowledge with practical application. Approximately 60% of class time was dedicated to core concepts, with the remaining 40% focused on applying these concepts to real-world or simulated classroom scenarios.

The coursework was intentionally designed to align with Bandura’s four sources of self-efficacy: mastery experiences, vicarious experiences, social persuasion, and affective/physiological states. Conceptual scaffolding provided theoretical grounding, case-based application offered vicarious experiences through analysis and role-playing, collaborative inquiry facilitated social persuasion through peer interaction and feedback, and structured reflection supported affective regulation.

Data Analysis

The study utilized a dual analytical approach. Variable-centered analyses, including paired-samples t-tests and mixed-design ANOVAs, were used to assess mean-level changes in efficacy and to examine how these changes interacted with disability-related contact experiences. Person-centered analyses, employing latent profile analysis and latent transition analysis, were used to identify distinct efficacy profiles and to model transitions between these profiles over time. Multinomial logistic regression was then applied to investigate the predictive power of contact experiences on these profile transitions.

Implications for Teacher Education

The findings of this study carry significant implications for the design and delivery of preservice teacher education programs focused on inclusive practices.

• Prioritizing Case-Based Learning: The evident effectiveness of the case-based coursework highlights its value in bridging theory and practice. Teacher education institutions should integrate similar structured, problem-based learning approaches into their inclusive education curricula. This method provides a safe yet realistic environment for preservice teachers to develop their understanding and skills.

• Acknowledging and Addressing Efficacy Profiles: Recognizing that preservice teachers enter programs with varying levels of efficacy is crucial. The study’s identification of distinct low, moderate, and high efficacy profiles suggests the need for differentiated instructional strategies. Low-efficacy teachers may benefit from more intensive scaffolding and guided practice, while moderate-efficacy teachers might require deeper analytical challenges. High-efficacy teachers could be engaged with more complex, nuanced scenarios to foster advanced professional growth.

• Leveraging and Mitigating Contact Experiences: The differential impact of disability-related contact experiences on efficacy transitions underscores the need for a nuanced approach. While direct contact can be beneficial, its influence is not always straightforward. Teacher education programs should actively guide preservice teachers in critically reflecting on their contact experiences, helping them to interpret these interactions within a professional framework and to develop strategies for positive engagement. For those with potentially negative or limited contact, interventions might focus on providing high-quality case examples and fostering positive social learning environments.

• Longitudinal Follow-up and Rigorous Design: The study’s limitations, including the absence of a control group and the focus on immediate post-intervention outcomes, emphasize the need for further research. Future studies should employ more rigorous experimental designs and longitudinal tracking to ascertain the sustained impact of such interventions and to provide stronger causal evidence. Investigating the qualitative aspects of disability-related contact experiences would also offer a more granular understanding of their influence.

In conclusion, this research provides compelling evidence for the effectiveness of case-based inclusive education coursework in enhancing secondary preservice teachers’ efficacy. Moreover, by employing a person-centered lens, the study illuminates the heterogeneous nature of efficacy development and the complex role of personal experiences in shaping these trajectories. These insights offer valuable guidance for strengthening teacher preparation programs and ultimately improving the quality of inclusive education for all students.