This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for self-efficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to their resilience. The findings would be beneficial for developing pre- and in-service teacher education.

本研究旨在探讨芬兰职前教师实施全纳教育的自我效能感及其适应力。调查数据来自在芬兰一所大学学习教师教育计划的 105 名职前教师。使用结构方程模型研究了职前教师在实施包容性实践中的自我效能感、他们感知到的弹性和背景变量之间的关系。结果证实了在职前教师中实施包容性实践的自我效能感的三因素结构。此外，职前教师的自我效能感是与其韧性相关的最强变量。研究结果将有利于发展职前和在职教师教育。