Perceptions of pre-service primary education teachers on the challenges of inclusive education and the pedagogical potential of music
DOI:
https://doi.org/10.55777/rea.v19i37.8575Keywords:
teacher education, special education, primary education, music, music therapyAbstract
The attitudes and expectations of trainee teachers are crucial for consolidating inclusive education systems that move beyond normative ideals and translate into effective practices. This study examines the perceptions of future primary school teachers (n=213) regarding the challenges of inclusive education and the potential role of music. An exploratory mixed-methods design was employed. Data were gathered through open-ended questions and coded using thematic content analysis with ATLAS.ti, complemented by descriptive statistics and logistic regression models in SPSS. Results indicate that institutional limitations (e.g., lack of resources, excessive student–teacher ratios, insufficient support staff) and training deficits were the most frequently cited barriers. Participants in 3rd–4th year, with supervised school placements, or specialising in Special Needs Education were significantly more likely to report institutional limitations. In turn, the positive impact of music—including emotional regulation, concentration, and creative expression—was emphasised by female participants, those in advanced courses, and those with school placement experience. Regression analyses confirmed that academic year robustly predicted perceptions of institutional limitations, while both academic year and school placement predicted recognition of music’s inclusive benefits. These findings highlight preliminary trends suggesting that practical experience, specialised preparation, and the intentional use of music may enhance the capacity of trainee teachers to address classroom diversity.
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