Does initial teacher education make a difference? The impact of teacher preparation on student teachers’ attitudes towards educational inclusion

This paper examines the extent to which student teachers’ attitudes towards inclusion change over the course of a four‐year Bachelor of Education programme in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. Results indicate significant changes in student teachers’ attitude towards educational inclusion. The student teachers’ conceptualised inclusion as an interrelated component of support, belongingness, sensitivity and fairness. Their evaluation shows that programme inputs on inclusion contributed to an enhancement of their attitudes and understanding. However, there is a need for further practical knowledge in the area of inclusion.