Roma educational inclusion workshops as a reflective space for inclusive pedagogy: an exploratory study with pre-service chemistry teachers

This article presents the findings of an exploratory intervention study examining a series of inclusion-oriented workshops focused on Roma educational inclusion in the preparation of pre-service chemistry teachers. Across the workshops, participants demonstrated increased awareness of key topics, including inclusion, educational inequalities, sociocultural disadvantage, and the role of the social pedagogue, particularly in areas related to conceptual understanding and professional awareness. Several attitudinal measures also shifted toward stronger support for inclusive education and equal educational opportunities for Roma pupils. However, attitudes associated with broader societal stereotypes and segregation appeared more resistant to short-term intervention. The workshops also appeared to provide modest support for participants’ willingness to engage in inclusive pedagogical practice. The findings are discussed in relation to the specificity of the research sample, the exploratory nature of the intervention, and the limitations of self-report data.