Background & objectives: Belgium is going through a major change as a result of legislative changes on inclusive education. To achieve inclusive education it is important that pre-service teachers are trained to become teachers who have sufficient knowledge on pupil diversity, skills to implement inclusive strategies and have positive attitudes towards inclusion.

Research has already shown a lot on explicit attitudes and self-efficacy of pre-service teachers but there is no research on the link between attitudes, self-efficacy and the behaviour of preservice teachers in practice. We know, however, that attitudes and self-efficacy are the basis of certain behaviour (Triandis, 1971) but we do not know much about the relationship between them. For example, can we assume that pre-service teachers with positive attitudes are more likely to create an inclusive climate in their classroom?

Therefore, the aim of this study is twofold. First of all we want to explore the attitudes, sentiments, concerns and self-efficacy of pre-service teachers towards pupils with disabilities. Secondly we will explore the relationship between sentiments, attitudes, concerns, self-efficacy and the educational practice looking at their behaviour during their internship.

Triandis, H. C. (1971). Attitude and attitude change. John Wiley & Sons. Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.