Preparing teachers for inclusive teaching: The Swedish case (A pilot study)

Resumo

AbstractThis paper aims to identify how inclusive education is implemented in teacher education programs in Sweden. Most Swedish teacher education programs include a short module (approximately 7.5 ECTS) that covers aspects of special education, conflict management, and social relations. However, there is limited knowledge about whether—and how—content related to inclusive education permeates the core curriculum (Miškolci et al., 2021). The Swedish context is shaped by collective action within a social democratic welfare state, a political and cultural background that has played a crucial role in challenging traditional special education and exclusionary practices. This context has fostered the development of concepts such as normalization, integration, and inclusion (Beach & Dyson, 2016).Despite this progressive foundation, several studies highlight a significant gap between policy intentions and actual practices regarding inclusion. There is general agreement among both researchers and practitioners that a fundamental element of inclusive education is ensuring that all teachers are adequately prepared to teach all students (Paulsrud & Nilholm, 2020). This study investigates how inclusion is integrated into teacher education in Sweden, with a particular focus on the extent to which the ten principles of effective teacher education for inclusion (Van Peteghem & Consuegra, 2021) are embedded in the curriculum of general teacher education programs for primary and secondary scho

Tipo

Artigo

Área

Educação

Ano

2026

Idioma

Inglês

Licença

CC BY

DOI

10.7146/ejie.v4i2.157093

Como citar (ABNT)

BERHANU, Girma. Preparing teachers for inclusive teaching. European Journal of Inclusive Education, v. 4, n. 2, p. 49-61, 2026. DOI: 10.7146/ejie.v4i2.157093.