期刊名称：Ankara University Faculty of Educational Sciences Journal of Special Education
印刷版ISSN：1304-7639
出版年度：2021
卷号：22
期号：4
页码：921-943
DOI：10.21565/ozelegitimdergisi.799776
语种：Turkish
出版社：Ankara University Faculty of Educational Sciences
摘要：Introduction: The quality of inclusive education practices in preschool period is directly related to thecompetencies of the teachers who carry out these practices. The aim of this study is to determine the self-efficacyperception levels of the preschool teacher candidates in inclusive education and to analyse the self-efficacyperceptions of the teacher candidates on inclusive education in terms of the variables including their latestgraduation level, the state of interacting with individuals with special needs before, the duration of the interactionand having a child with special needs in the classroom.Method: The study group consisted of 107 students studying at department of pre-school education. Demographicinformation form and “The Teacher Efficacy for the Inclusion of Young Children with Disabilities” scale wereused as data collection tools.Findings: The level of the self-efficacy perceptions of the teacher candidates in inclusive education had a mediumlevel. There was no significant difference in terms of the variables examined.Discussion: Preschool teacher candidates' perceptions of self-efficacy towards inclusion was not at the desiredlevel, indicating that their knowledge and experiences about inclusion and special education were not sufficientlyprovided in pre-service education. It is thought that further studies need to determine possible factors affectingself-efficacy perception. The suggestions include using the qualitative method, examining the relationship betweenpre-service teachers' perceptions of general teaching and their self-efficacy towards inclusion.
