The Potential of Action Research to Support Teachers’ Positive Attitudes toward Inclusive Education

Teacher education plays a crucial role in developing positive attitudes in preservice teachers towards inclusive education and in equipping them with skills and knowledge to support the learning of a diverse range of learners. This study aimed to find out how the changes made in an Implementation of Inclusive Education at School course, offering preservice teachers an opportunity to integrate theory and practice through small-scale action research (AR), influenced the teachers’ attitudes and their readiness to apply the knowledge they had acquired to support the learning of students with diverse needs. Analysis of the pre-and post-survey results showed that preservice teachers’ attitudes towards implementing inclusive education became significantly more positive. Furthermore, the AR reflection tasks analysis showed increased confidence in preservice teachers about applying theory in practice and their ability to support different learners. Preservice teachers’ learning was thus influenced by the structure of the course, where theoretical knowledge was connected to practical tasks in real-life classrooms.