Metaphorical Perceptions of Pre-Service Teachers About İnclusive Education and The Effects of an İnclusive Education Course on Perspectives About the Teaching Profession in Türkiye

Abstract

This study aims to determine teacher candidates’ perceptions of inclusive education (IE) and to investigate the reflections of IE courses on their perspectives on the teaching profession. The research was designed using a phenomenological approach. The study group for the research consisted of 130 pre-service teachers studying at a state university in the Central Anatolian region of Türkiye. Results of the research show that pre-service teachers had positive perceptions about IE. Pre-service teachers stated that they learned the meaning and scope of the concept of IE better due to the IE course, and their awareness of the importance of inclusive schools increased after taking this course. They stated that the IE course improved their teaching skills suitable for individual differences, and increased their positive attitudes towards teaching; they realized the importance of teachers in accepting the differences between individuals, developed their classroom management skills suitable for individual differences, increased their awareness of the characteristics of inclusive schools, and increased their level of knowledge about contemporary teaching practices. In line with the results, it is deemed necessary and beneficial to update teacher training programs to develop an inclusive perspective among pre-service teachers with both theoretical and applied courses.