Empowering Inclusion: A Study of Pre-Service Teachers’ Proposals for Enhancing Initial Teacher Education in Kazakhstan

This study investigates pre-service teachers’ perspectives and suggestions for enhancing current Initial Teacher Education (ITE). Utilizing semi-structured interviews with twelve participants from four universities in Kazakhstan, the study uncovers the critical role of ITE programs in preparing teachers for inclusive education. Key findings reveal the need for more extensive practical experience, closer collaborations between universities and schools, and enhancement of teaching strategies for inclusive education. The study con-cludes with recommendations for policy reforms to strengthen inclusive education by supporting pre-service teachers through mentorship, early field placements, and practical training on inclusive teaching strategies.