Changing Attitudes Toward Inclusive Education in Preservice Teachers: Educational and Applied Perspectives

Abstract

This study examines an inclusive education course’s impact on 111 Arab-Israeli preservice teachers’ attitudes and practices. Given the limited research on this population, it addresses a gap in understanding how cultural context influences teacher preparation. Grounded in the Theory of Planned Behavior (TPB), the research investigates how attitudes influence inclusive practice intentions. Results reveal significant positive attitude shifts toward inclusion and diversified teaching methods. Participants prioritized academic and behavioral domains, indicating a nuanced understanding. This study contributes to research on Arab-Israeli preservice teachers’ inclusive education responses, offering insights for teacher preparation.

Keywords

teaching equity higher education inclusion classroom

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