Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion

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Changing attitudes to inclusion in preservice teacher education: a systematic review (2019, background): “However, a systematic analysis of interventions focusing exclusively on attitude change towards inclusion in preservice teachers is needed, as well as greater understanding about the most beneficial ways for university interventions to be structured (Kim 2011).”
Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “…the individual personal characteristics, specifically attitudes and perceived self-efficacy, in pre-services teachers depends in part on their qualifications obtained in their teacher education training (Beacham and Rouse, 2012; Hernandez, Hueck and Charley, 2016; Kim, 2011; Romi and Leyser, 2006).”