"Help! I feel unprepared": Exploring university faculty and autistic students' voices on self-efficacy in higher education inclusion

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-03-01 DOI:10.1016/j.tate.2025.104990

Mercé Barrera Ciurana, Odet Moliner García

引用次数: 0

Abstract

The growing number of autistic students requires university faculty's preparation for inclusive practices. However, limited teaching staff's self-efficacy hinders these students' success. This phenomenological study examines factors influencing teaching staff's self-efficacy and autistic students' perspectives. Three focus groups comprising 15 university faculty (five in each group) and one group with three autistic students were conducted. Interpretative phenomenological analysis identified key themes. The results indicated a low level of university faculty's self-efficacy, citing insufficient training and lack of support. In conclusion, while university faculty are concerned about accommodating autistic students, these students emphasize avoiding stigma and appreciating supportive, approachable teaching staff.

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“救命!我感到措手不及”：探讨大学教师和自闭症学生对高等教育包容性中自我效能感的看法

越来越多的自闭症学生要求大学教师为包容性实践做好准备。然而，有限的教师自我效能感阻碍了这些学生的成功。本研究旨在探讨影响教师自我效能感及自闭症学生观点之因素。由15名大学教师组成的三个焦点小组（每组5人）和由3名自闭症学生组成的一个小组进行了研究。解释性现象学分析确定了关键主题。结果表明，大学教师的自我效能感水平较低，原因是培训不足和缺乏支持。总之，当大学教师关心如何适应自闭症学生时，这些学生强调避免污名，并欣赏支持的、平易近人的教师。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.