Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices

A causal-comparative research design was used to examine the influence of course delivery (face-to-face flipped or asynchronous online) on participants’ self-efficacy beliefs toward teaching in an inclusive classroom. The following research questions were used to guide the study: (a) Is there a rel...

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Autores principales:	Moriah Smothers, Tori Colson, Stacey Keown
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	distance education self-efficacy teacher education inclusion Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/186f649531ca46be96d2331fdd567127
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spelling	oai:doaj.org-article:186f649531ca46be96d2331fdd5671272021-12-02T18:02:59ZDoes Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices10.19173/irrodl.v21i3.46751492-3831https://doaj.org/article/186f649531ca46be96d2331fdd5671272020-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4675https://doaj.org/toc/1492-3831 A causal-comparative research design was used to examine the influence of course delivery (face-to-face flipped or asynchronous online) on participants’ self-efficacy beliefs toward teaching in an inclusive classroom. The following research questions were used to guide the study: (a) Is there a relationship between completing an introduction of exceptionalities course and participants’ self-efficacy toward teaching an inclusive classroom? (b) Is there a relationship between completing an introduction of exceptionalities course in an asynchronous online or face-to-face flipped format on participants’ self-efficacy beliefs toward teaching in an inclusive classroom? The purpose of this study was to explore if there is a relationship between self-efficacy belief development and course delivery models. The results indicated a significant difference in self-efficacy beliefs towards teaching in an inclusive classroom after completing an introduction of exceptionalities course. However, there was no significant difference in the participants’ efficacy based on the course delivery model (face-to-face flipped or asynchronous online). Implications and suggestions for future research are discussed. Moriah SmothersTori ColsonStacey KeownAthabasca University Pressarticledistance educationself-efficacyteacher educationinclusionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education self-efficacy teacher education inclusion Special aspects of education LC8-6691
spellingShingle	distance education self-efficacy teacher education inclusion Special aspects of education LC8-6691 Moriah Smothers Tori Colson Stacey Keown Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices
description	A causal-comparative research design was used to examine the influence of course delivery (face-to-face flipped or asynchronous online) on participants’ self-efficacy beliefs toward teaching in an inclusive classroom. The following research questions were used to guide the study: (a) Is there a relationship between completing an introduction of exceptionalities course and participants’ self-efficacy toward teaching an inclusive classroom? (b) Is there a relationship between completing an introduction of exceptionalities course in an asynchronous online or face-to-face flipped format on participants’ self-efficacy beliefs toward teaching in an inclusive classroom? The purpose of this study was to explore if there is a relationship between self-efficacy belief development and course delivery models. The results indicated a significant difference in self-efficacy beliefs towards teaching in an inclusive classroom after completing an introduction of exceptionalities course. However, there was no significant difference in the participants’ efficacy based on the course delivery model (face-to-face flipped or asynchronous online). Implications and suggestions for future research are discussed.
format	article
author	Moriah Smothers Tori Colson Stacey Keown
author_facet	Moriah Smothers Tori Colson Stacey Keown
author_sort	Moriah Smothers
title	Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices
title_short	Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices
title_full	Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices
title_fullStr	Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices
title_full_unstemmed	Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices
title_sort	does delivery model matter? the influence of course delivery model on teacher candidates’ self-efficacy beliefs towards inclusive practices
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/186f649531ca46be96d2331fdd567127
work_keys_str_mv	AT moriahsmothers doesdeliverymodelmattertheinfluenceofcoursedeliverymodelonteachercandidatesselfefficacybeliefstowardsinclusivepractices AT toricolson doesdeliverymodelmattertheinfluenceofcoursedeliverymodelonteachercandidatesselfefficacybeliefstowardsinclusivepractices AT staceykeown doesdeliverymodelmattertheinfluenceofcoursedeliverymodelonteachercandidatesselfefficacybeliefstowardsinclusivepractices
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Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices

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