Equipped to Teach: An Examination of Pre-Service Teacher Competencies in Supporting the Needs of Exceptional Learners

Abstract

This exploratory study examines elementary pre-service teachers' (PSTs) perceived competencies in supporting students with exceptionalities. Previous global research on teacher competencies has found that PSTs often feel unprepared to meet the diverse needs of students in the classroom. Additionally, inconsistencies exist in defining and measuring competence. Notably, no research has been conducted on this topic in the Canadian context. This study addresses this gap by exploring PSTs' perceived competencies in Canada. Data was collected from two stakeholder groups—pre-service teachers and principals—to examine potential differences between PSTs' self-perceived competencies and principals' expectations of novice teachers. The findings indicate that PSTs enrolled in a special education-related concentration report the highest levels of perceived competence in supporting students with exceptionalities. Additionally, this group aligns most closely with principals’ expectations. However, results also highlight a potential disconnect between the skills developed in teacher education programs and the competencies expected by school principals. This research identifies specific areas of strength and areas requiring further development in novice teachers' competencies. By doing so, it provides a clear set of skills that should be emphasized in future training and professional development initiatives.