Development of an Inventory for Measuring Prospective Teachers Attitudes Toward Inclusive Teaching Practices: A Theoretical Framework

Background: The success of inclusive education fundamentally depends on teachers' attitudes, beliefs, and preparedness. Despite extensive research demonstrating the importance of positive teacher attitudes for successful inclusive practices, significant gaps remain in understanding how these attitudes translate into effective implementation. Purpose: This paper presents a comprehensive theoretical framework for developing an "Inventory of Prospective Teachers' Attitude on Inclusive Teaching Practices," addressing critical gaps in existing measurement approaches. Method: We conducted an extensive review of theoretical models and empirical research on teacher attitudes toward inclusive education, examining Social Cognitive Theory, the tripartite model of attitudes, and contemporary measurement instruments. Findings: The review reveals that while teachers generally hold marginally positive attitudes toward inclusion, significant variations exist across contexts. Pre-service teacher preparation represents a critical window for developing positive attitudes, yet current programs inadequately prepare teachers for inclusive settings. Existing measurement instruments demonstrate various limitations, including self-report bias, limited theoretical grounding, and cultural specificity. Implications: The proposed inventory should integrate multiple theoretical perspectives, incorporate authentic evidence-based items capturing cognitive, affective, and behavioral dimensions, and demonstrate robust psychometric properties. This instrument can contribute to both theoretical understanding and practical applications in teacher preparation programs.