International findings confirm that teacher education still doesn´t prepare teachers for inclusive setting sufficiently (De Boer, Pijl & Minnaert, 2011). The aim therefore is to identify training methods supporting teachers to generate appropriate attitudes and skills in dealing with inclusive classrooms. A strong body of research identified attitudes and self-efficacy beliefs towards inclusive teaching as important factors for implementing inclusive education. Findings indicated, the higher teachers´ self-efficacy beliefs, the more positive are teachers´ attitudes towards inclusion (Sharma & Sokal, 2015). Hence, against the background of the theory of planned behavior two Austrian teacher training University Colleges join the canon of international research by carrying out a long-term and mixed methods study with teacher students and teachers since 2011 (n = 1,532) regarding their attitudes and self-efficacy beliefs (Feyerer et al., 2014). So far, a cross-sectional analysis of data showed student teachers having rather positive attitudes and high self-efficacy beliefs, qualitative data illustrated the future perspective of inclusive teaching and the importance of working in a good team (Hecht et al., 2016). First, the paper aims to shed light on the variables´ sustainability or possible trajectories from the beginning of teacher education until entering in the profession. Second, it is intended to explore the role of self-efficacy beliefs and their significance for positive attitudes over time. Third, the findings of the qualitative data regarding the relevance of the teamwork are illustrated in comparison to the quantitative data. It is discussed to what extent the team acts as possible influencing factor for attitudes and self-efficacy beliefs towards inclusion.

De Boer, A., Pijl, S.J. & Minnaert, A. (2011). Regular primary schoolteachers´ attitudes towards inclusive education. Journal for Inclusive Education, 15 (3), 331-353. Hecht, P., Niedermair, C. & Feyerer, E. (2016). Einstellungen und inklusionsbezogene Selbstwirksamkeitsüberzeugungen von Lehramtsstudierenden und Lehrpersonen im Berufseinstieg – Messverfahren und Befunde aus einem Mixed-Methods-Design. Empirische Sonderpädagogik, 1, 86-102. Sharma, U. & Sokal, L. (2015). Can Teachers’ Self-Reported Efcacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices? Australasian Journal of Special Education, Available on CJO 2015 doi:10.1017/jse.2015.14.