ABSTRACT
Background and Aims
Initial teacher education has been identified as a key factor in preparing prospective Physical Education (PE) teachers for inclusive education. However, limited research has examined the role of external practicums in shaping perceptions of inclusion and self-efficacy. This study aimed to analyse prospective PE teachers’ perceptions and self-efficacy towards inclusion before, during and after their practicum.
Methods
A retrospective sequential mixed-methods design was employed with 54 final-year students enroled in a Primary Education degree specialising in PE. Quantitative data were collected using the Self-Efficacy Scale for Physical Education Teachers towards Students with Disabilities, while qualitative data were obtained through two focus groups (n = 16). Descriptive statistics and content analysis were conducted.
Results
Findings revealed a clear shift in perceptions over time. Initial feelings of insecurity and insufficient practical preparation evolved into increased confidence and a more nuanced understanding of inclusion. Participants reported moderate-to-high levels of self-efficacy across intellectual, physical and visual disabilities (M ≈ 3.4). Qualitative data highlighted the importance of direct contact with pupils with disabilities, inclusive teacher modelling and structured lesson planning.
Conclusion
The practicum experience played a transformative role in shaping prospective teachers’ perceptions and strengthening self-efficacy towards inclusion. These findings emphasise the importance of experiential learning within teacher education programmes to better prepare future teachers for inclusive practice.