Influences of case-based inclusive education coursework and disability-related contact experiences on secondary preservice teachers' efficacy for inclusive practices: variable- and person-centered approaches

Introduction Little is known about how case-based inclusive education coursework and disability-related contact experiences, two increasingly emphasized components of contemporary teacher education, shape secondary preservice teachers' (SPTs') efficacy for inclusive practices. Methods This study used variable-centered and person-centered approaches to examine the effects of a case-based inclusive education coursework intervention on Chinese secondary preservice teachers' efficacy for inclusive practices and to assess whether disability-related contact experiences shaped these outcomes. A sample of 483 SPTs completed the Teacher Efficacy for Inclusive Practices Scale before and after the coursework. Results Variable-centered analyses showed that the case-based coursework significantly improved SPTs' efficacy for inclusive practices, with gains largely consistent across levels of disability-related contact experiences. Person-centered analyses identified three latent efficacy profiles—low, moderate, and high—which remained generally stable over time but also showed meaningful transitions. Disability-related contact experiences predicted the likelihood of these transitions. Discussion These findings demonstrate the broad effectiveness of case-based coursework and illuminate differentiated developmental pathways in SPTs' efficacy for inclusive practices. The results provide important implications for strengthening preservice preparation for inclusive education.