Joint display of quantitative (BLTQ/TEIP) findings and qualitative themes
| Focus (RQ) | Quantitative (BLTQ/TEIP) | Qualitative theme | Integrated interpretation |
|---|---|---|---|
| Beliefs about learning and teaching (RQ1) | Student-centered instruction highest (M = 3.8); attaining standards M = 3.5; increment-entity M = 2.8; teacher control still endorsed (3.6) | Themes 1–2: inclusion understood as diversity and differentiation; courses deepened understanding (IT5, IT7, PT3) | Convergence with expansion: coursework broadens inclusive beliefs but a grade-oriented mindset persists |
| Self-efficacy in instruction (RQ2) | Instruction subscale M = 3.8; highest item “alternative explanation” (M = 3.9) | Theme 3: practicum enabled differentiation in practice (IT8, PT1, PT5) | Convergence: practicum mastery experiences drive instructional efficacy (Bandura, 1977, 1997) |
| Self-efficacy in collaboration (RQ2) | “Involving parents” was the highest item (M = 4.00) but had the largest dispersion (SD = 0.969) | Theme 3: mentor encouragement built confidence (PT6); others reported minimal support (IT6, PT1) | Explains the variance: collaboration efficacy tracks mentoring quality, which was uneven |
| Self-efficacy in managing behavior (RQ2) | M = 3.8 with smallest dispersion (SD = 0.820); “children follow rules” (M = 4.00) | Theme 3: strategies learned in practicum (IT7) but unpreparedness for complex SEN cases (PT4) | Partial divergence: generic confidence high, specialized confidence low; case-based training needed |
| Program's role and PT–IT comparison (RQ3) | PT–IT differences small and non-significant (BLTQ p ≥ 0.24, d = 0.06–0.32; TEIP p ≥ 0.43, d = 0.08–0.21) | Theme 4: both groups sought mandatory inclusion courses and specialized resources (IT3, IT6, PT4) | Convergence: a shared reform agenda supports reading PT–IT contrasts as descriptive only |
| Focus (RQ) | Quantitative (BLTQ/TEIP) | Qualitative theme | Integrated interpretation |
|---|---|---|---|
| Beliefs about learning and teaching (RQ1) | Student-centered instruction highest (M = 3.8); attaining standards M = 3.5; increment-entity M = 2.8; teacher control still endorsed (3.6) | Themes 1–2: inclusion understood as diversity and differentiation; courses deepened understanding (IT5, IT7, PT3) | Convergence with expansion: coursework broadens inclusive beliefs but a grade-oriented mindset persists |
| Self-efficacy in instruction (RQ2) | Instruction subscale M = 3.8; highest item “alternative explanation” (M = 3.9) | Theme 3: practicum enabled differentiation in practice (IT8, PT1, PT5) | Convergence: practicum mastery experiences drive instructional efficacy ( |
| Self-efficacy in collaboration (RQ2) | “Involving parents” was the highest item (M = 4.00) but had the largest dispersion (SD = 0.969) | Theme 3: mentor encouragement built confidence (PT6); others reported minimal support (IT6, PT1) | Explains the variance: collaboration efficacy tracks mentoring quality, which was uneven |
| Self-efficacy in managing behavior (RQ2) | M = 3.8 with smallest dispersion (SD = 0.820); “children follow rules” (M = 4.00) | Theme 3: strategies learned in practicum (IT7) but unpreparedness for complex SEN cases (PT4) | Partial divergence: generic confidence high, specialized confidence low; case-based training needed |
| Program's role and PT–IT comparison (RQ3) | PT–IT differences small and non-significant (BLTQ | Theme 4: both groups sought mandatory inclusion courses and specialized resources (IT3, IT6, PT4) | Convergence: a shared reform agenda supports reading PT–IT contrasts as descriptive only |
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