Article Dans Une Revue Educational Psychology Review Année : 2024

Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education

Kamilla Khamzina

Résumé

Inclusive education refers to an educational approach in which all students can learnand participate in the mainstream school system. The successful implementationof inclusive practices is strongly determined by teachers’ attitudes toward inclusiveeducation and teacher training is one of several factors influencing these attitudes.Given the diversity of such programs, the present narrative review investigated theoptimal design for pre-service inclusive teacher programs in terms of its durationand content delivery mode. For this, we considered and analyzed 31 studies, comprising36 international interventions. Although most studies did not adequatelyreport statistics to draw unequivocal conclusions, our results suggest an overall positiveeffect of training on pre-service teacher attitudes toward inclusive education.The effects of the duration and delivery mode of such programs are discussed fromthe perspective of successful training design in the light of social psychological theoriesand empirical findings, thus providing novel avenues for future research.

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Dates et versions

hal-05030370 , version 1 (11-04-2025)

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Kamilla Khamzina, Arnaud Stanczak, Célénie Brasselet, Caroline Desombre, Camille Legrain, et al.. Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education. Educational Psychology Review, 2024, 36 (1 [art. 13]), [35 p.]. ⟨10.1007/s10648-024-09851-8⟩. ⟨hal-05030370⟩
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