Perspectives of professors instructing teacher education theory courses about inclusive education and the current status of considering inclusive education content within their courses

This study aimed to conduct an online survey of professors instructing teacher education theory courses at teacher education programs in South Korea to determine their perceptions of inclusive education and the current status of integrating inclusive education content into their teacher education theory courses. A total of 195 responses were included in the analysis. Descriptive statistics were computed; t-tests or correlation analyses were conducted to examine the associations between variables. The qualitative responses were analyzed using qualitative content analysis. Professors had neutral attitudes towards inclusive education. Prior diversity-related experience and collaboration with special education professors were more influential than demographic information in influencing their attitudes toward inclusion and their teaching practices. Four overarching themes emerged from the qualitative responses. Based on the results, recommendations were made to improve teacher education programs to better reflect the needs of the inclusive education field.