Improving pre-service teachers' self-efficacy to employ activity-based art practices in inclusive education
INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, vol.30, no.8, pp.1926-1944, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 30 Issue: 8
- Publication Date: 2026
- Doi Number: 10.1080/13603116.2025.2555387
- Journal Name: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO), Sociology Source Ultimate (EBSCO)
- Page Numbers: pp.1926-1944
- Recep Tayyip Erdoğan University Affiliated: Yes
Abstract
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 T & uuml;rkiye. 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.