PRESERVICE SCIENCE TEACHERS’ CONCERNS FOR EDUCATING STUDENTS WITH SPECIAL NEEDS IN THEIR FUTURE CLASSROOMS

Abstract

In this study, the authors examined senior preservice science teachers’ (PSTs) concerns for educating students with disabilities in science classrooms. Eight PSTs were involved in the study. The constant comparative data analysis was performed. PSTs’ concerns for inclusive education were categorized into two themes: PSTs’ concerns about themselves and PSTs’ concerns about students with disabilities. Under each, there existed several sub issues.  For the first category, data analysis yielded that PSTs were concerned about being unable to cope with extra workload by accepting students with disabilities; lacking of enough training for educating those students; insufficient pedagogical knowledge; and scarce knowledge about disabilities. PSTs’ concerns about students with disabilities included three sub-issues which were: not devoting enough time for disabled students’ science learning; not to be able to achieve their science learning in terms of science content and science process skills, and not to be able to help them develop positive attitudes toward science. The results were discussed and implications for teacher education were made.