Date of Award
Curriculum and Instruction (MAE)
Dr. Dee Knoblauch, Ph.D.
First Committee Member
Dr. Carol Young, Ph.D.
Second Committee Member
Dr. Grace McDaniel, Ph.D.
Disability and Equity in Education | Educational Methods | Higher Education | Special Education and Teaching
The purpose of this capstone project was to engage in narrative inquiry to explore teacher self-efficacy of inclusion teachers in a classroom where teachers may have low sense of teacher self-efficacy. Two special education teachers who have experienced challenges in co-teaching in the regular classrooms explored pre-conferencing with the general education teacher before class and reflecting with the general education teacher after the class period to try and increase teacher self-efficacy. They met regularly throughout the study and discussed their sense of teacher self-efficacy as it relates to the techniques explored and completed the Teaching Students with Disabilities Scale. The findings were that the teacher’s self-efficacy was increased when meeting regularly with the general education teacher to reflect on the lesson.
Damico, Kylie, "Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry" (2019). Masters Theses/Capstone Projects. 20.