Teaching and teacher education

Abstract

This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' selfefficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for selfefficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to their resilience. The findings would be beneficial for developing preand in-service teacher education. © 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).