Teacher Training Programs: The Perspectives of Special Educational Needs (SEN) Teachers

Abstract

This study explores Special Educational Needs (SEN) teachers’ views on the adequacy, relevance, and effectiveness of their training programs, framed through Kolb’s Experiential Learning Theory, which highlights the role of reflective and experiential learning. Using a qualitative design, thirteen SEN teachers from various Malaysian regions participated in semi-structured interviews. Data were analyzed through Braun and Clarke’s six-step thematic analysis. Three core themes emerged: (1) Practical alignment with classroom needs; (2) Systemic challenges like inconsistent mentorship, limited resources, and weak collaboration; and (3) Contextual gaps in training content, particularly in relation to Malaysian cultural and policy contexts. The study highlights the need for training programs that are policy-aligned, context-sensitive, and continuously updated to improve teacher preparedness and support better outcomes for students with disabilities.