Abstract:

The expansion of inclusive education in Europe poses new challenges for public education systems, requiring methodological and attitudinal shifts in teacher training. This presentation is based on the Erasmus+ DITTE project (Developing Innovative Teacher Training Methods for Inclusion and Equal Access in Education). The project aims to develop innovative curricula that foster self-reflection and the revision of personal pedagogical theories among teacher candidates, serving as a catalyst for inclusive transformation. The consortium consists of Slovakian, Greek, and Hungarian partners.

The development focuses on methodological solutions where professional skill enhancement is rooted in constructivist learning theory and cooperative methods. This approach is essential as students must actively reflect on their prior conceptions and attitudes toward inclusion.

This study presents the evaluation of an international summer school and a Hungarian pilot course. Data collection was conducted via questionnaires focusing on curricular relevance, methodological effectiveness, and participant satisfaction.

The results of the international pilot course demonstrate that the participants achieved significant professional growth. According to the evaluation indicators, a high proportion of students (84%) felt they acquired substantial new knowledge beneficial for their future careers. Furthermore, 67% of respondents expressed a strong intention to integrate the learned methodologies into their research or professional practice, while 74.2% were highly satisfied with the international networking opportunities provided by the program. Domestic results confirmed the curriculum's power to shape attitudes. 100% of participants found the course useful for inclusive practice, 90% validated its professional utility, and 90% highlighted the critical importance of peer learning.

The results validate the necessity of these training modules. The DITTE curriculum provides effective support in preparing educators to work with children with atypical development, bridging the gap between theory and inclusive practice.

Keywords:

Inclusive education, teacher candidates, professional skills development, pilot testing.