September 25, 2025Open Access

Exploring preservice teachers' affective and behavioural responses towards inclusive education: A qualitative inquiry

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Findings reveal a commitment to inclusive education, yet many preservice teachers feel unprepared for managing classroom dynamics.
Participants communicated challenges related to instructional adaptation and emotional preparedness when engaging with students with special educational needs.
Through semi-structured interviews, key themes were identified in affective and behavioural responses to inclusive education.
The study emphasizes the necessity for improved training and support systems in preservice teacher education for effective inclusion.

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Implication

Qualitative study reveals preservice teachers' perceptions and challenges in inclusive education, suggesting support for emotional and behavioural engagement.

Cite This Study

A 2025 study studied this question.

synapsesocial.com/papers/68d5e1ffbd7882ccb9b8656a https://doi.org/10.37134/bitara.vol18.sp.15.2025

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Implication

Qualitative study reveals preservice teachers' perceptions and challenges in inclusive education, suggesting support for emotional and behavioural engagement.

Exploring preservice teachers' affective and behavioural responses towards inclusive education: A qualitative inquiry

Key Points

Discussion

Implication

Cite This Study

Exploring preservice teachers' affective and behavioural responses towards inclusive education: A qualitative inquiry

Key Points

Discussion

Implication

Cite This Study

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