The impact of a teacher education course on pre‐service teachers' beliefs about inclusion: an international comparison

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Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “Sokal and Katz (2017) showed the diverse outcomes of training, such as better attitudes, reduced concerns, improved self-efficacy, and greater knowledge.”
The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion (2016, background): “…education practices has shown that a positive attitude towards inclusion (Carroll, Forlin, & Jobling, 2003; Sharma, Moore, & Sonawane, 2009; Sharma & Sokal, 2014), a lower degree of concern regarding the effectiveness of the concept of inclusion (Bradshaw & Mundia, 2006), and high efficacy…”
In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers (2018, background): “Some teachers still tend to see the inclusion of SWDs as additional responsibility on top of their routine activities and they believe that special schools could be the most appropriate placement for SWDs (Sharma and Sokal 2015).”