Improving pre-service teachers' self-efficacy to employ activity-based art practices in inclusive education

Teaching individuals with special needs demands comprehensive training and nuanced understanding, yet research reveals a gap in both in-service and pre-service teachers' preparedness for this challenge. Many lack the knowledge and skills to effectively engage students with diverse needs, hindering inclusive education efforts. Activity-based art practices emerge as a promising avenue to address these gaps, offering holistic development opportunities across social, emotional, cognitive, and behavioural domains. This study aimed to develop and assess the efficacy of a training programme integrating activity-based art practices into inclusive classroom settings for pre-service primary school teachers in T & uuml;rkiye. The programme, tailored to complement existing teacher education and inclusive education curricula, was implemented with 4th-year pre-service teachers. Quantitative analysis revealed a significant improvement in participants' self-efficacy following the training, with qualitative insights highlighting enhancements in activity design, self-efficacy, confidence, and empathy.