Does practicum experience influence preservice general education teachers' efficacy and concerns about inclusive education? A case of South Korea

The purpose of this study was to investigate how practicum experience changes the confidence levels and'or concerns mat preservice general education teachers have regarding teaching students with disabilities in inclusive classrooms. A total of 102 preservice teachers participated in pre-experience and post-experience surveys. Results of the study indicate mat preservice teachers' confidence levels in their ability to teach diverse types of disabilities decreased, and that they preferred to teach students with mild disabilities over students with severe disabilities. Preservice teachers show more positive attitudes about inclusive education when they had experience teaching students with disabilities in inclusive settings. In addition, various concerns such as resources and acceptance were mitigated after practicum experience with students with disabilities. The implications of the results for teacher education programs are discussed Issues related to the results are also discussed.