ABSTRACT Background and Aims Initial teacher education has been identified as a key factor in preparing prospective Physical Education (PE) teachers for inclusive education. However, limited research has examined the role of external practicums in shaping perceptions of inclusion and self‐efficacy. This study aimed to analyse prospective PE teachers' perceptions and self‐efficacy towards inclusion before, during and after their practicum. Methods A retrospective sequential mixed‐methods design was employed with 54 final‐year students enroled in a Primary Education degree specialising in PE. Quantitative data were collected using the Self‐Efficacy Scale for Physical Education Teachers towards Students with Disabilities, while qualitative data were obtained through two focus groups ( n = 16). Descriptive statistics and content analysis were conducted. Results Findings revealed a clear shift in perceptions over time. Initial feelings of insecurity and insufficient practical preparation evolved into increased confidence and a more nuanced understanding of inclusion. Participants reported moderate‐to‐high levels of self‐efficacy across intellectual, physical and visual disabilities ( M ≈ 3.4). Qualitative data highlighted the importance of direct contact with pupils with disabilities, inclusive teacher modelling and structured lesson planning. Conclusion The practicum experience played a transformative role in shaping prospective teachers' perceptions and strengthening self‐efficacy towards inclusion. These findings emphasise the importance of experiential learning within teacher education programmes to better prepare future teachers for inclusive practice.
Marcos‐Rivero et al. (Tue,) studied this question.