Purpose This study aimed to explore the implications of shifting special education preservice teacher training to school-based settings. Program modifications included increasing academic instructors’ presence in schools while incorporating three elements: praxis – integrating theory and practice during field experiences; community of practice (CoP) with peers and mentors and social-emotional learning (SEL). Design/methodology/approach Three cohorts of preservice teachers (n = 120) from two training programs filled out self-perception questionnaires. Statistical analyses were conducted to examine differences between the cohorts in three domains representing self-efficacy: conception of teaching as a profession, perceived teaching knowledge and perceived classroom management ability. Findings Results indicate significant differences between cohorts across these domains, highlighting the possible association between praxis, CoP and SEL and preservice teachers’ reported self-efficacy. Originality/value The study presents a novel approach to teacher education that integrates the idea of transforming schools into primary learning hubs with three pedagogical pillars – praxis, CoP and SEL – to increase preservice teachers’ self-efficacy. It contributes to the existing literature by positioning the Praxis-Community-SEL model as a pedagogical innovation and a systemic mechanism for enhancing quality in the preparation of special education teachers in Israel.
Shalev et al. (Wed,) studied this question.