153700 20260505135413.0 doi 10.1080/02607476.2025.2489688 sideral 143582 ART-2025-143582 eng Pérez-Castejón, David (orcid)0000-0003-4657-7721 Why initial teacher education does not prepare preservice teachers well for inclusive education 2025 Access copy available to the general public Unrestricted Global education policies make a commitment to inclusive education, yet initial teacher education seems to struggle in preparing teachers for this task. We explore this matter in the present article. Life stories, participant observation and individual interviews over a period of two years with 28 preservice specialist teachers in an ongoing ethnographic study provide the data. The findings describe the presence of hegemonic ways of thinking, influenced by neoliberal principles, that have shaped conceptions of inclusive education. This hegemonic thinking is based on a deficit model of schooling that encourages the practice of exclusionary teaching methods rather than inclusive education. The article discusses the implications of this for initial teacher education and education for teaching in inclusive schools. info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-197 info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-4799 info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-551 info:eu-repo/semantics/embargoedAccess by-nc-nd https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion Vigo-Arrazola, Begoña Universidad de Zaragoza (orcid)0000-0001-9734-8596 Beach, Dennis 4001 215 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Didáctica y Organiz. Esc. 51, 3 (2025), 465-478 J EDUC TEACHING JET. Journal of education for teaching 0260-7476 426648 http://zaguan.unizar.es/record/153700/files/texto_completo.pdf Postprint info:eu-repo/date/embargoEnd/2026-10-08 615801 http://zaguan.unizar.es/record/153700/files/texto_completo.jpg?subformat=icon icon Postprint info:eu-repo/date/embargoEnd/2026-10-08 oai:zaguan.unizar.es:153700 articulos driver 2026-05-05-13:52:59 ARTICLE