Teacher education reform for enhancing teachers’ preparedness for inclusion

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Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, methodology): “Sharma, Forlin, Loreman, et al. (2006) conducted a study to measure the differences in concerns among pre-service teachers in four places. Notably, participants across all locations rated a lack of resources as a major concern, followed by the lack of skills (Sharma, Forlin and Loreman, 2007). The s”
Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour (2014, result): “This finding supported the argument that teachers are more likely to engage fully in developing inclusive schools with a sound and relevant knowledge base and positive attitude towards inclusion (Forlin 2010).”