Do judgements about pre-service teachers’ self-efficacy covary with their capacity to design and deliver evidence-based practice?

Despite the importance of successful inclusive practice, no studies have used objective measures to determine whether pre-service teacher self-efficacy for inclusion covaries with the actual quality of lesson design, classroom practice, and self-evaluation. This study sought to determine the impact of two course design approaches on the levels of self-efficacy and the design, delivery and self-evaluation of lessons by pre-service teachers during a professional learning experience. The study found that differences in the design, delivery and self-evaluation of lessons covaried with the type of course design experienced by the pre-service teachers.Results also indicate that levels of self-efficacy were not related to actual practices of pre-service teachers in the field.