Fourth-year education Students' perceptions of their self-efficacy for inclusive teaching post-Covid

Abstract

Abstract Self-efficacy is an essential aspect in moulding student teachers’ confidence and success, especially as they handle the difficulties encountered in inclusive education. The aim of the study was to investigate the fourth-year education students’ perception of their self-efficacy for inclusive teaching post-COVID. This study investigated the perceptions and experiences of fourteen final year Foundation Phase education student teachers from one higher education institution in Gauteng concerning their self-efficacy in diverse classroom contexts, particularly focusing on the Initial Teacher Education (ITE) program’s role in preparing them for inclusive teaching. Data was collected using questionnaires and semi-structured interviews in this qualitative research methodology to investigate the interconnection between theory, practical teaching experiences, and challenges faced in real-world classrooms. Findings show that although student teachers acquire an intense theory in inclusive education most of them felt that they were ill-prepared for the practical execution. Difficulties such as classroom management, inadequate practical training, and limited resources were major areas of concern that were noted. Moreover, restricted practical experience, inadequate coaching, and restrained resources adversely impacted their self-efficacy and confidence in teaching. Regardless of these difficulties, participants emphasized that support from peers, personal reflection, and being exposed to diverse situations where they can teach learners with varied needs can help them build competence in their teaching. The study emphasizes the necessity to improve opportunities for practical training in ITE program, influential mentorship structures, and continued professional development to equip student teachers thoroughly for inclusive education contexts. Recommendations include improving programs for teacher education and offering real-life experiences in inclusive settings. This study contributes to knowledge by highlighting the critical gap between theoretical training and practical preparedness in inclusive education within South African initial teacher education (ITE) programs. It underscores the need for experiential, hands-on components in teacher training, guided by self-efficacy theory and the four key competencies for inclusion, to better equip pre-service teachers for the realities of diverse, under-resourced classrooms.