Moving towards preservice teachers’ implementation of universal design for learning: the central role of self-efficacy

Abstract

As Universal Design for Learning (UDL) has emerged as a reference model to facilitate inclusive education, recent policies have stated the need to strengthen its use in schools and to train preservice teachers in UDL implementation. Growth mindset about learning, self-efficacy towards inclusion, and self-regulation and motivation for teaching are key constructs of UDL implementation for preservice teachers. The present study analyzes the relationship of these three constructs in the implementation of UDL by Spanish preservice teachers and explores the role that internships and specialisation play in such implementation. The results highlighted self-efficacy as the only predictor of UDL implementation and noted that undergraduate specialisation or the number of hours of internships done do not influence the degree of implementation of UDL among preservice teachers. Considering thus the fundamental role of self-efficacy, practical implications on UDL training for students in education degrees are discussed and future lines of research are outlined.