Insights on inclusive education in preservice teachers’ education: A systematic literature review on true experimental research

Resumo

In the Salamanca Statement (1994) and the intended implementation of the Sustainable development Goals (2015), governments worldwide express their intention to implement inclusive education (Ainscow, 2020; Kuroda & Nakasato, 2022; UNESCO, 1994). Teacher educating programs play an important role in preparing preservice teachers to realize inclusive education. However, it is still not entirely clear what the characteristics are of effective preservice teacher education programs focused on inclusive education. Although a great amount interventional research has been conducted, and several interventions are described, there is a lack of insights on research of true experiments (Dignath et al., 2022; Lautenbach & Heyder, 2019). The aim of this systematic review is firstly to provide an overview of interventions in experimental and quasi-experimental research, including an experimental and control group or comparison group preservice teachers. Secondly to describe recommendations for preservice teacher programs to prepare preservice teachers. To the author’s best knowledge, no systematic review has been published on research of true experiments concerning the effectiveness of the preservice teachers’ educational programs. A systematic review was conducted. Eventually, 11 studies were meeting the inclusion criteria of the literature search. The studies were divided into three main themes ‘Practical experiences or fieldwork’, ‘New teacher education program’ and ‘Subjective norm’. Imp

Tipo

Artigo

Área

Educação

Ano

2025

Idioma

Inglês

Páginas

20

Licença

CC BY

DOI

10.7146/ejie.v4i1.151703

Como citar (ABNT)

SLOT, Karen; BIEMANS, Harm. Insights on inclusive education in preservice teachers’ education: A systematic literature review on true experimental research. European Journal of Inclusive Education, v. 4, n. 1, p. 253-272, 2025. DOI: 10.7146/ejie.v4i1.151703.