000165783 001__ 165783
000165783 005__ 20260113234335.0
000165783 0247_ $$2doi$$a10.29333/iji.2025.1834a
000165783 0248_ $$2sideral$$a147318
000165783 037__ $$aART-2025-147318
000165783 041__ $$aeng
000165783 100__ $$aLucena-Rodríguez, Carmen
000165783 245__ $$aPreparing Future Teachers for Inclusive Practices and Disability: A Systematic Literature Review
000165783 260__ $$c2025
000165783 5060_ $$aAccess copy available to the general public$$fUnrestricted
000165783 5203_ $$aThe 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.
000165783 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000165783 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000165783 700__ $$0(orcid)0000-0001-5339-0282$$aInvernón-Gómez, Ana Isabel$$uUniversidad de Zaragoza
000165783 700__ $$aOrtiz-Marcos, Jose Manuel
000165783 700__ $$aSánchez-Mendías, Javier
000165783 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000165783 773__ $$g18, 2 (2025), 59-78$$tInternational Journal of Instruction$$x1308-1470
000165783 8564_ $$s487382$$uhttps://zaguan.unizar.es/record/165783/files/texto_completo.pdf$$yVersión publicada
000165783 8564_ $$s1776012$$uhttps://zaguan.unizar.es/record/165783/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000165783 909CO $$ooai:zaguan.unizar.es:165783$$particulos$$pdriver
000165783 951__ $$a2026-01-13-22:08:15
000165783 980__ $$aARTICLE