Preparing teachers for inclusive education : pre-service teachers’ knowledge, perceptions and experiences of inclusive pedagogy from teaching practice

Mazzuki, Blandina Daniel (author)

Various scholars have questioned the effectiveness of teacher education programmes in preparing teachers for inclusive education. This study examines how teacher education programmes prepare pre-service teachers for inclusive education in terms of perceptions, knowledge and pedagogy. The study uses focus group discussions to examine pre-service teachers’ knowledge of inclusive education and their experiences of inclusive pedagogy from teaching practice. The SACIE-R questionnaire tool assesses the perceptions of 187 pre-service teachers with regard to inclusive education. The findings indicate that pre-service teachers acquire theoretical knowledge with gaps in field-based knowledge that hinder their ability to link theory and practice, and to develop inclusive pedagogy. Moreover, pre-service teachers have a low level of sentiments and harbour many concerns and negative attitudes towards inclusive education. The findings of the study contribute insights that can inform the design and structuring of inclusive education courses in teacher education programmes.

• Language: English
• Keywords: inclusive education, knowledge, pedagogy, perceptions, pre-service teachers
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2026
• Number of pages: Str. 171–192
• Numbering: Vol. 16, no. 2 (varia issue)
• PID: 20.500.12556/RUL-189451
• UDC: 37.011.3-051:376
• ISSN on article: 2232-2647
• DOI: 10.26529/cepsj.1807
• COBISS.SI-ID: 222642435
• Publication date in RUL: 07.10.2026

Record is a part of a journal

• Title: CEPS Journal : Center for Educational Policy Studies Journal = revija Centra za študij edukacijskih strategij
• Publisher: Pedagoška fakulteta, Univerza v Ljubljani
• ISSN: 2232-2647
• COBISS.SI-ID: 254029824

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Priprava učiteljev na inkluzivno izobraževanje : bodoči učitelji ter njihovo znanje, zaznave in izkušnje, vezane na inkluzivno pedagogiko, izhajajočo iz pedagoške prakse

Abstract

Številni raziskovalci so se že spraševali o učinkovitosti programov izobraževanja učiteljev pri pripravi bodočih učiteljev za inkluzivno izobraževanje. Ta študija preučuje, kako programi za izobraževanje učiteljev pripravljajo bodoče učitelje na inkluzivno izobraževanje z vidika zaznav, znanja in pedagogike. Študija uporablja razprave v fokusnih skupinah, da bi preučila znanje bodočih učiteljev o inkluzivnem izobraževanju in njihove izkušnje z inkluzivno pedagogiko iz pedagoške prakse. S pomočjo vprašalnika SACIE-R so ocenjene zaznave 187 bodočih učiteljev v povezavi z inkluzivnim izobraževanjem. Ugotovitve kažejo, da bodoči učitelji pridobijo teoretično znanje z vrzelmi v znanju iz prakse, ki jih ovirajo pri njihovi zmožnosti povezovanja teorije in prakse ter pri razvijanju inkluzivne pedagogike. Poleg tega imajo bodoči učitelji nizko stopnjo občutkov ter gojijo številne pomisleke in negativna stališča do inkluzivnega izobraževanja. Ugotovitve študije prispevajo spoznanja, ki lahko služijo kot podlaga za oblikovanje in strukturiranje predmetov inkluzivnega izobraževanja v programih izobraževanja učiteljev.

• Keywords: inkluzivno izobraževanje, znanje, pedagogika, zaznave, bodoči učitelji, učitelji, inkluzivna vzgoja in izobraževanje