Vlachou, AnastasiaPriestly, AndreaJovanovic Milanovic, OljaZahnd, RaphaelBabbie, ShannonSaether, ElinAlves, InesProyer, MichelleRustamova, SevinjHerrera-Seda, ConstanzaSymeonidou, SimoniSpandagou, Ilektra2024-09-232024-09-232024-08-28https://irf.fhnw.ch/handle/11654/47317https://doi.org/10.26041/fhnw-10274This 2-part panel will bring together colleagues to reflect on teacher education for inclusion in 12 coun-try contexts: Australia, Austria, Azerbaijan, Chile, Cyprus, Greece, Norway, Portugal, Scotland, Serbia, Switzerland, and USA. Educating teachers that are prepared to teach diverse student populations is one of the big challenges of present times. This can be to some extent explained by the challenges experienced by teachers linked to student diversity and the international push to develop education systems that include all learners. According to Forlin (2010), TE for inclusion is a way of ensuring that teachers are prepared to teach in classrooms with diverse student populations. Livingston (2020) considers that the role and re-sponsibility of TE ‘in developing inclusive education that enables every teacher to meet the needs of all our young people’, still needs to be explored.enInclusive educationInklusive BildungTeacher educationLehrpersonenbildung370 - Erziehung, Schul- und Bildungswesen06 - Präsentation