Purpose This paper aims to explore the self-efficacy of trainee teachers from one higher education institution in England, as well as their knowledge of autism, experience of educating autistic students and their training needs. Design/methodology/approach This study used a cross-sectional design by means of a mixed methods approach. A sample of 31 trainee teachers from one higher education institution in England responded to a survey, which included a measure of teacher self-efficacy (The Autism Self-Efficacy Scale for Teachers) and autism knowledge (Autism Spectrum Knowledge Scale General Population). Eleven trainee teachers engaged in a follow up interview. Findings Trainee teachers’ knowledge of autism was comparable to that of the general population. Self-efficacy to teach autistic students varied considerably among trainee teachers. A thematic analysis of findings identified three main themes; (1) gaps between theory, inclusive intent and practice, (2) systemic barriers to true inclusion and (3) institutional cultures. Originality/value Findings from this preliminary exploration into the knowledge, experiences and self-efficacy of trainee teachers working with autistic students in England suggested that specialist knowledge of autism, teacher self-efficacy and opportunities for training were lacking. A more consistent approach to delivering evidence-based training is, in-part, what is needed to promote the inclusive education of autistic students.
Collins et al. (Fri,) studied this question.