Summary and Keywords
This article presents a critical analysis of inclusive teacher education. The article argues that while teacher education programs have changed dramatically over the last few decades, there are still areas where more progress could be made. It also argues for a need to re-conceptualize the way we prepare teachers so that they can confidently include all learners. It presents a framework, largely influenced by the work of Shulman, which could be applied for the preparation of pre-service teachers to teach in inclusive classrooms.
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