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Issues in Educational Research, 2022, Vol 32(3), 1213-1232.
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Early childhood pre-service teachers' self-efficacy in inclusive education: A mixed methods investigation

Binnur Yıldırım Hacıibrahimoğlu
Giresun University, Turkey

This study examines early childhood pre-service teachers' self-efficacy perception in inclusive education, based on a mixed methods research design using a convergent parallel model. Data were collected from 248 pre-service teachers enrolled in early childhood teaching at a state university in Turkey, using the Teacher Efficacy for the Inclusion of Young Children with Disabilities-TEIYD scale and interviews. Findings from the quantitative data indicated that pre-service teachers rated themselves competent in inclusive education. There was a significant gender difference in perceptions of the ability to use and adapt knowledge and effective teaching methods for children with special needs. No significant difference was found in the self-efficacy levels of pre-service teachers according to the variables of class level, type of teaching, and presence of students with special needs in the practice class and the immediate environment. Inductive analyses of interview data showed that pre-service teachers were insufficient in inclusive education and that they had deficiencies in this field. Findings are discussed in line with the relevant literature, and suggestions are made concerning implications and further research.
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Author: Dr Binnur Yıldırım Hacıibrahimoğlu is an assistant professor in Special Education Department at Giresun University, Turkey. She received a bachelor degree in early childhood education from Middle East Technical University and a masters degree in early childhood education from Hacettepe University, Turkey. She holds a PhD in Special Education from Ankara University. Her masters thesis investigated the creativity levels of preschool teachers and children, and teachers' opinions about creativity. Her doctoral thesis explored the difficulties children with special needs experienced in the transition from preschool to primary school. Her areas of interest and research are in early childhood education, inclusion and early intervention.
ORCID: https://orcid.org/0000-0002-6471-6054
Email: binnury@gmail.com

Please cite as: Yıldırım Hacıibrahimoğlu, B. (2022). Early childhood pre-service teachers' self-efficacy in inclusive education: A mixed methods investigation. Issues in Educational Research, 32(3), 1213-1232. http://www.iier.org.au/iier32/yildirim-haciibrahimoglu.pdf

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