Inclusive Mathematics Education in University Teacher Training: A Thematic Analysis of Reflections From an Innovative Educational Module

Abstract

This qualitative study examined how Slovak pre-service mathematics teachers (PMTs) and university lecturers reflected on their participation in the Inclusive Mathematics Education (IME) module and how it shaped PMTs’ professional identity and understanding of inclusion. Written reflections from 27 PMTs and four lecturers were analysed thematically (Braun and Clarke, 2006). Three themes emerged: (1) stereotypes and concerns about inclusion, (2) new insights into the holistic teacher role and individualization of teaching, and (3) shifts from theory-based to flexible, student-centred approaches. The study contributes to research on mathematics teacher education by showing how a structured university module can sup-port the development of a more holistic and inclusive professional identity among future mathematics teachers. The study highlights the importance of integrating experiential and reflective IME modules into teacher education to prepare PMTs for diverse classrooms.