Samenvatting

In the Salamanca Statement (1994) and the intended implementation of the Sustainable development Goals (2015), governments worldwide express their intention to implement inclusive education (Ainscow, 2020; Kuroda & Nakasato, 2022; UNESCO, 1994). Teacher educating programs play an important role in preparing preservice teachers to realize inclusive education. However, it is still not entirely clear what the characteristics are of effective preservice teacher education programs focused on inclusive education. Although a great amount interventional research has been conducted, and several interventions are described, there is a lack of insights on research of true experiments (Dignath et al., 2022; Lautenbach & Heyder, 2019). The aim of this systematic review is firstly to provide an overview of interventions in experimental and quasi-experimental research, including an experimental and control group or comparison group preservice teachers. Secondly to describe recommendations for preservice teacher programs to prepare preservice teachers. To the author’s best knowledge, no systematic review has been published on research of true experiments concerning the effectiveness of the preservice teachers’ educational programs. A systematic review was conducted. Eventually, 11 studies were meeting the inclusion criteria of the literature search. The studies were divided into three main themes ‘Practical experiences or fieldwork’, ‘New teacher education program’ and ‘Subjective norm’. Implications for preservice teacher education are described. Based on this research, for example it is suggested that teacher education institutes should consider that preservice teachers’ development and reflection concerning inclusive education in theory and practice in inclusive education should be a part of all education programs (Sharma et al., 2023). More true experiments in preservice teacher training in inclusive education could be carried out, to better prepare preservice teachers to realize inclusive education. Applicable international agreements on a balance of theory and practice in the curriculum of teacher education institutes are needed.