Are future teachers ready for inclusion? Exploring the Initial Teacher Education for Inclusion in Indonesia

My research aims to explore how future teachers in Indonesia are being prepared for inclusive education. Focusing on three top universities that offer a course on inclusive education within their teacher education programs, I employed a multiple case study approach to examine how effectively these courses develop inclusive teaching competencies. Data collection involved interviews with lecturers and focus group discussions with preservice teachers, resulting in a total of 29 participants across the three institutions. Guided by the frameworks of Heart, Head, and Hands and Inclusive Pedagogy, this study explores how cognitive understanding (head), emotional engagement (heart), and practical application (hands) are fostered through course content, pedagogy, and learning experiences in preparing future teachers for inclusive classrooms. The findings are expected to inform improvements in teacher education curricula and contribute to policy and practice that better equip future teachers to create authentically inclusive learning environments.