Ready or Not? Preparedness of pre-service EFL teachers to inclusive education: A cross-cultural comparative study from Türkiye, Kazakhstan, and China
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Gist Education and Learning Research Journal
Abstract
This study tried to investigate pre-service English as a Foreign Language (EFL) teachers’
preparedness for inclusive education from a cross-cultural perspective. We used a quantitative
survey design and collected the data in a cross-sectional way from three Asian countries: Türkiye,
Kazakhstan, and China. We implemented a questionnaire measuring knowledge, attitudes, and
perceptions of pre-service EFL teachers regarding inclusive education to 694 pre-service EFL
teachers. We utilized the Kruskal Wallis test and Tamhane›s T2 test to analyze the quantitative
data of the groups in a comparative way. We found cross-cultural differences among the
countries concerning inclusive education. The perceptions subscale scores of pre-service EFL
teachers in Kazakhstan are significantly higher than those of pre-service EFL teachers in China.
The attitude subscale scores of pre-service EFL teachers in Türkiye are significantly higher than
those of the pre-service EFL teachers in China, while the scores of the pre-service EFL teachers
in Kazakhstan are significantly higher than the scores of the pre-service EFL teachers in China.
The knowledge subscale scores of pre-service EFL teachers in Türkiye are significantly higher
than those of pre-service EFL teachers in Kazakhstan, while the knowledge scores of pre-service
EFL teachers in China are significantly higher than the scores of pre-service EFL teachers in
Kazakhstan. Based on these results, we discussed the place of inclusive education in pre-service
EFL education from a cross-cultural perspective
Description
This quantitative study aims to fill this gap by revealing findings regarding perceptions, attitudes, and
knowledge in inclusive education from pre-service EFL teacher education contexts
from three countries, Türkiye, Kazakhstan, and China, in a cross-cultural way. Based
on this aim, we addressed the following research questions in our study: Is there a
significant difference among pre-service EFL teachers’ competency levels, perceptions,
and attitudes regarding inclusive education?
Keywords
Cross-cultural, Inclusive education, Teacher education, EFL, Pre-service teacher, Namibia, University of Namibia