Preservice Special Education Teacher Self-Efficacy with Evidence-Based Practices for Communication

Abstract

Teacher self-efficacy is crucial for improving classroom dynamics and student outcomes, and decreasing teacher burnout. While some studies assess preservice teacher self-efficacy for educating students with extensive support needs, there is a dearth of research focused on self-efficacy with specific evidence-based practices that support communication. This study used a mixed-methods convergent research design to assess the competence and confidence with implementing evidence-based practices for communication skills for 14 preservice special education teachers after completion of a university course. Quantitative data demonstrated significant increases in competence and confidence for all items assessed. Qualitative data revealed that teachers perceived visual supports, Pivotal Response Training, and modeling/role playing to be the easiest strategies to implement, while Augmentative and Alternative Communication devices, collecting and analyzing data for Individual Education Program goals, and Peer-Mediated Instruction and Intervention were the most challenging. This article discusses implications for future research and preservice teacher preparation.

Keywords

special education teacher preparation communication self-efficacy evidence-based practices extensive support needs

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