Exploring Inclusive Practices Implementation in Teacher Education: Basis for Curriculum Integration Framework

Abstract

This study examined inclusive practices in teacher education using a convergent parallel mixed‑methods design. It assessed pre‑service teachers’ perceptions of institutional support, awareness, attitudes, and implementation of inclusive practices, and developed an evidence‑based framework. Quantitative data from 360 pre‑service teachers were analyzed using descriptive statistics and the Kruskal–Wallis H test; qualitative data from 19 interviews were examined through thematic analysis and integrated via joint displays. Findings revealed high awareness and strongly positive attitudes toward inclusion, indicating strong conceptual and value‑based foundations. However, lower ratings in institutional support and implementation highlighted gaps in resources, accessibility, and practical application. Significant differences were found across specialization and training, while age and gender showed no influence. Qualitative findings emphasized faculty modeling and experiential learning as key to developing inclusive competence, though uneven exposure and limited training hinder preparedness. The study proposes the Integrated Inclusive Teacher Preparation (IITP) Framework to strengthen inclusive teacher education through systemic alignment.