Improving pre-service teachers' self-efficacy to employ activity-based art practices in inclusive education

Demirel I. N., Islamoğlu H.

INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 2025 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/13603116.2025.2555387
  • Dergi Adı: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

Teaching individuals with special needs demands comprehensive training and nuanced understanding, yet research reveals a gap in both in-service and pre-service teachers' preparedness for this challenge. Many lack the knowledge and skills to effectively engage students with diverse needs, hindering inclusive education efforts. Activity-based art practices emerge as a promising avenue to address these gaps, offering holistic development opportunities across social, emotional, cognitive, and behavioural domains. This study aimed to develop and assess the efficacy of a training programme integrating activity-based art practices into inclusive classroom settings for pre-service primary school teachers in Türkiye. The programme, tailored to complement existing teacher education and inclusive education curricula, was implemented with 4th-year pre-service teachers. Quantitative analysis revealed a significant improvement in participants' self-efficacy following the training, with qualitative insights highlighting enhancements in activity design, self-efficacy, confidence, and empathy.