Changes in Pre-Service Teachers’ Attitudes Toward Inclusive Education and Self-Efficacy in Differentiated Instruction Following an Inclusive Education Course

Abstract

This explanatory sequential mixed-methods study examined changes in pre-service primary school teachers' attitudes toward inclusive education and their self-efficacy in differentiated instruction following an inclusive education course. The quantitative phase involved 46 pre-service teachers enrolled at a public university in Türkiye and included a long-term follow-up completed by 34 participants after their teaching practicum. Qualitative data were collected through focus group discussions with seven volunteer participants. Quantitative analyses using the Wilcoxon Signed-Rank Test in SPSS 20 revealed a moderate increase in attitudes toward inclusive education (r = 0.31) and a substantial improvement in self-efficacy for differentiated instruction (r = 0.67), indicating medium to large effect sizes. Follow-up results showed that self-efficacy gains remained stable over time, with no significant difference between post-test and follow-up scores (z = 0.37, p = 0.715), whereas attitudes significantly declined from post-test to follow-up (z = -5.09, p < 0.001). Qualitative findings, organised around the themes of conceptual transformation and professional preparedness, provided context for these quantitative trends by illustrating a transition from a disability-centric view to a broader philosophy of inclusion. Moreover, practical experiences were associated with greater confidence in applying differentiated instruction strategies. Despite these positive developments, concerns about professional preparedness remained, with participants highlighting the need for more hands-on teaching experiences, mentorship and interdisciplinary collaboration to enhance their readiness for inclusive classrooms.