Investigation of the Self-Efficacy Perceptions of the Preschool Teacher Candidates on Inclusive Education

Introduction: The quality of inclusive education practices in preschool period is directly related to the competencies of the teachers who carry out these practices. The aim of this study is to determine the self-efficacy perception levels of the preschool teacher candidates in inclusive education and to analyse the self-efficacy perceptions of the teacher candidates on inclusive education in terms of the variables including their latest graduation level, the state of interacting with individuals with special needs before, the duration of the interaction and having a child with special needs in the classroom. Method: The study group consisted of 107 students studying at department of pre-school education. Demographic information form and "The Teacher Efficacy for the Inclusion of Young Children with Disabilities" scale were used as data collection tools. Findings: The level of the self-efficacy perceptions of the teacher candidates in inclusive education had a medium level. 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 desired level, indicating that their knowledge and experiences about inclusion and special education were not sufficiently provided in pre-service education. It is thought that further studies need to determine possible factors affecting self-efficacy perception. The suggestions include using the qualitative method, examining the relationship between pre-service teachers' perceptions of general teaching and their self-efficacy towards inclusion.