Abstract:

The successful implementation of inclusive education depends not only on educational policies but also on teachers’ beliefs about inclusion and their perceived capacity to respond to student diversity. Teachers’ attitudes and self-efficacy are widely recognized as key factors influencing the adoption of inclusive practices. Although professional development is frequently promoted as a strategy to support inclusive education, less is known about how teachers’ attitudes and self-efficacy evolve following training and whether these changes occur uniformly across teachers.

This study examines the impact of a 25-hour professional development workshop on teachers’ attitudes toward inclusion and their perceived self-efficacy for implementing inclusive practices. The training program was designed to promote reflective and collaborative learning through the discussion of inclusive education principles, analysis of classroom challenges, and exploration of pedagogical strategies to address diverse learners.

Nineteen in-service teachers from different educational levels and subject areas in Portugal participated in the study. Data were collected using Q methodology through a Q-sort administered before and after the training program, enabling the identification of shared patterns of perspectives among participants. Factor analysis revealed three distinct teacher profiles characterized by different combinations of attitudes toward inclusion and perceived self-efficacy.

The results indicate that the impact of the training was positive but not homogeneous. The profile characterized by stronger inclusive attitudes and higher self-efficacy increased in size, with several teachers transitioning from more cautious or resistant positions to this group. At the same time, other trajectories were observed, including cases of stability and some shifts toward more hesitant positions. These findings suggest that changes in teachers’ beliefs and professional confidence occur through diverse and sometimes non-linear pathways.

This study is part of an ongoing research project that is currently conducting follow-up interviews with participating teachers to explore the factors underlying these shifts in perspectives. By examining teachers’ trajectories of change, the study contributes to a deeper understanding of how professional development can support sustained transformations in teachers’ beliefs and capacities related to inclusive education

Keywords:

Teacher Professional Development, Inclusive Education, Teacher Attitudes, Teacher Self-Efficacy, Q Methodology.