SUMMARY
The purpose of teacher education is to ensure new graduates are well prepared to include all students into mainstream classrooms regardless of their differences (Winter, 2006). Examining preservice teachers’ sense of self-efficacy to implement inclusion in their classroom is important to evaluate the effectiveness of teacher education programs. In this study, we designed an inclusive teacher training program and applied a mixed-methods design to evaluate its effectiveness. Specifically, 25 students (13 female, 12 male) participated in the program and we collected survey data for all students on their self-efficacy (TEIP, Teacher Self-efficacy for Inclusive Practices) before and after the program and conducted qual-itative interviews with five students. The survey results indicate that there was a significant increase in participants’ sense of self-efficacy, especially self-efficacy for designing inclusive instructions and for collaboration. However, results also show a significant decrease in participants’ sense of self-efficacy to manage dis-ruptive behaviors. Through our inductive analyses of the qualitative interview data, we identify five factors that influence preservice teachers’ sense of self-efficacy: theoretical knowledge of inclusive/special education, cognitive pedagogical mas-tery, simulated modeling, positive feedbacks and encouragement, as well as prac-tical mastery experiences. On this basis, we discuss further indications for future inclusive preservice teacher training.