Pre‐service teachers' preparation for inclusive practices in Cambodia: Experience, self‐efficacy and concerns about inclusion

Abstract

AbstractThis study evaluated the self‐efficacy and concerns regarding inclusive practices among 148 pre‐service teachers enrolled in newly reformed teacher training programmes in Cambodia. It explored variations in pre‐service teachers' concerns and self‐efficacy based on their experience‐related factors. This survey study used the Concern about Inclusive Education Scale (CIES) and Teacher Efficacy for Inclusive Practices (TEIP) scale as research instruments. Data analysis involved descriptive statistics, confirmatory factor analysis, reliability tests and one‐way ANOVA. The findings revealed that while pre‐service teachers had moderate levels of self‐efficacy, they exhibited high levels of concerns about including students with disabilities in regular schools, particularly regarding resources and acceptance. Their concerns and self‐efficacy significantly varied based on their experiences of interacting with individuals with disabilities and teaching students with disabilities. These findings underscore the pressing need for improvements in the new teacher training programmes. Teacher education colleges should align their inclusive education courses with the new inclusive education training guide and make this course compulsory. By emphasising practical skills, incorporating field experience and focusing on local inclusive education policies, pre‐service teachers can be better prepared for inclusive classrooms, thereby enhancing their confidence in implementing inclusive practices.