Abstract:

Inclusive education is central to modern pedagogy, yet its integration into teacher education programs often remains fragmented. This article argues for a comprehensive approach to pedagogical reasoning that encompasses beliefs, knowledge, design, and action to support the learning of all learners, particularly in diverse classroom settings. Drawing on the challenges of fragmented instruction in inclusive education within teacher education programs, the article highlights the importance of embedding inclusive pedagogy into subject methodology courses. It emphasizes the need for student teachers to perceive inclusive pedagogy not as an optional add-on but as an inherent aspect of their everyday teaching responsibilities. Central to this argument is the recognition that inclusive pedagogy transcends mere acknowledgment of learner diversity; it requires a nuanced understanding of inclusive education, inclusive practice, and inclusive pedagogy. These terms, often used interchangeably, demand distinct attention to fully develop the integrated pedagogical gaze essential for responsiveness to diversity in the classroom. The article proposes that student teachers must cultivate a deep understanding of inclusive education's political, social, and cultural dimensions, alongside a sense of teacher agency for inclusive practice. Moreover, they must grasp inclusive pedagogy to effectively respond to individual differences and ensure the learning of all learners. Critical components of inclusive pedagogy include beliefs, which shape teachers' perceptions of their responsibilities, and questions that guide pedagogical reasoning. Designing lessons that accommodate diverse learners and taking appropriate actions to support their learning are equally vital aspects. At the intersection of beliefs, knowledge, design, and action lies the crux of pedagogical reasoning for inclusive education. Empowering student teachers to navigate this intersection fosters the capacity to ask pertinent questions and make informed decisions that facilitate the learning of all learners. This article calls for a paradigm shift in teacher education, advocating for a holistic approach to pedagogical reasoning that prioritizes inclusivity as an essential aspect of effective teaching practice.

Keywords:

Inclusive pedagogy, initial teacher education, pedagogical reasoning, diversity, responsiveness.