Preparing Future Teachers for Inclusive Practices and Disability: A Systematic Literature Review

Abstract

The aim of this study is to qualitatively synthesise the main research issues in this field. To this end, an exploratory review of 26 relevant articles from WoS, Scopus, and ERIC, covering all years up to 2024, was conducted. A descriptive table collected key data, such as author, date, place, objectives, methodology, sample characteristics, results, and main contributions. For data analysis, the qualitative software Nvivo 12 was used, categorising the results into three emerging thematic areas: conceptualisation and beliefs about inclusion and disability, deficiencies in academic preparation, and successful practices for inclusion in higher education. The results show the progress and challenges in inclusive education, revealing an evolution from exploring attitudes towards inclusion to assessing teacher preparation and curricular needs. Significant gaps in the academic training of prospective teachers are identified, along with specific recommended practices, such as service-learning and experiential training, for improving inclusion. It is concluded that understanding and improving the training of prospective teachers on inclusion and disability is crucial. The need for a systemic approach to curricula reform and research-based inclusive practices is highlighted. Finally, the findings offer actionable guidance for policymakers, programme designers, and educators, emphasising the integration of inclusive education at all levels of teacher training to foster a more equitable system for all students.