The design of inclusive education courses and the self-efficacy of preservice teacher education students.

This study examines whether participation in a 13‐week undergraduate inclusive education course covaried with an improvement in the self‐efficacy of preservice elementary education teachers. We sought to determine whether self‐efficacy was influenced differentially by the type of field‐based placement experienced by students in the course. The results showed that an improvement in student self‐efficacy co‐varied with participation in the inclusive education course, although the field‐based placement did not differentially affect self‐efficacy at a statistically significant level.