Analysis on self-efficacy beliefs of preservice social studies teachers on inclusive education

This study aimed to analyze the self-efficacy beliefs of preservice social studies teachers on inclusive education. The study group of the research consisted of 76 preservice Social Studies teachers in their last year at Akdeniz University Faculty of Education in the academic year of 2017-2018. Mixed method, integrating quantitative and qualitative data, was used in the research. The quantitative research was conducted with survey model. In the quantitative phase of the research, the scale titled "Teacher Efficacy Scale for Inclusion", and the scale titled "Teacher Self-Efficacy Scale" were employed. In the qualitative stage of the research, a question form developed by the researcher was used to identify the competency levels of preservice Social Studies teachers on students with special needs. The data obtained via quantitative measurement tools were analyzed with statistical package program, and the data obtained via qualitative measurement tools were analyzed by using "Social Studies Special Field Competencies Determination Graded Scoring Key" (Rubric) developed by the researcher based on the teacher competencies of MoNE and the answers given to the open-ended questions were analyzed with descriptive analysis. When we look at the results yielded by the quantitative stage of the research, it is seen that the inclusion competency levels and teacher self-efficacy levels of preservice Social Studies teachers in the study group were at a medium level, that there was no difference in their level of inclusion competencies based on the variables and that no significant correlation was discovered between teacher competency on inclusion and teacher self-efficacies. In the qualitative stage of the research, it is seen that the level of understanding of the study group related to the students with special needs was "limited". One could also posit that the study group was able to partially explain what should be done in cases where they have students with special needs in their classrooms; however, they gave unsatisfactory answers on providing solutions to a sample case about students with special needs. Overall, the findings of the research revealed in general that inclusion related competencies of the study group were at a medium level, and it was detected that their special field competency levels with regard to the students with special needs, were at the limited understanding level. It was observed that the obtained qualitative data supported the obtained quantitative data. Therefore, it would be safe to say that the results of this research show the fact that the study group was not able to adequately benefit from the course of Special Education provided during the undergraduate program.