ABSTRACT

This investigation focused on pre-service teachers’ sentiments, attitudes, and concerns regarding inclusive practices in Turkey. A total of 406 students from different departments of a university school of education participated in this study. The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale was used as a data collection tool to measure pre-service teachers’ engagement with and perceptions of inclusion and assess the rationales underlying their beliefs about and support for the practice. The findings indicated that there is a significant difference in terms of pre-service teachers’ attitudes, concerns, and sentiments regarding inclusion among departments and according to respondents’ levels of confidence in teaching students with disabilities. The pre-school education teacher candidates had more positive attitudes towards inclusion. The findings revealed that pre-service teachers need more opportunities to interact with and teach students with special needs during their school practicums. They also revealed that pre-service teachers need to have experience and confidence as well as knowledge about legislation and policies related to inclusion.

摘要

这项调查的重点是职前教师的情绪，态度以及对土耳其包容性做法的关注。一所大学教育学院不同部门的406名学生参加了这项研究。经修订的全纳教育的情感，态度和关注量表（SACIE-R）被用作数据收集工具，用于衡量职前教师对包容性的参与和看法，并评估其对这种做法的信念和支持的基本原理。调查结果表明，在职前教师在部门间包容性方面的态度，关注和情感方面以及根据受访者对残疾学生教学的信心水平，存在显着差异。学前教育教师候选人对包容性具有更积极的态度。调查结果表明，在学校实习期间，岗前教师需要更多的机会与有特殊需要的学生进行互动和教学。他们还透露，岗前教师需要有经验和信心，以及与包容有关的立法和政策方面的知识。