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Preservice Turkish Teachers’ Views and Perceived Competence Related to Inclusive Education

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  • Tuğba Horzum
  • Kemal Izci

Abstract

The focus of this study was to examine the influence of special education course on preservice teachers' views of inclusive education. “Scale for view of inclusive education” was applied to 68 pre-service teachers and based on the pre and post-test scores, ten pre-service teachers were selected for identifying their views and perceived competences related to inclusive education. Case study design was used in the study and collected data analyzed by using content analysis. The findings indicated that preservice teachers presented both positive and negative views related to inclusive education while the present inclusive education practices they observed and the fear of unfavorable impact on regular students formed the reasons for negative view of inclusion. The results showed that lack of training in and experience with special needs students caused preservice teachers to illustrate low level perceived competences while experience with students with special needs resulted in high level perceived competences.

Suggested Citation

  • Tuğba Horzum & Kemal Izci, 2018. "Preservice Turkish Teachers’ Views and Perceived Competence Related to Inclusive Education," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 5(2), pages 131-143.
    • Handle: RePEc:aoj:jeelre:v:5:y:2018:i:2:p:131-143:id:35
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    Cited by:

    1. Jungho Park, 2019. "The Development and Application of Computational Fairy Tales for Elementary Students," International Journal of Higher Education, Sciedu Press, vol. 8(3), pages 159-159, June.

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