Abstract
Inclusive teaching should seek to promote teacher adaptation of their attitudes, teaching methods, and assessment approaches to respond to the needs of all their students in the classroom. Teacher support may ensure the success of all students in their learning process. Therefore, pre-service teacher training should ensure the enhancement of pre-service teacher skills such that pre-service teachers are able to deal with barriers to learning and support vulnerable students such as those with special educational needs and disability. This chapter gives an overview of teacher education in Africa and South Africa, conceptualises pre-service teacher preparation for inclusion, discusses various approaches used to prepare pre-service teachers. The challenges of pre-service teacher transition to inclusive teaching are highlighted. The role of the practicum in relation to teacher preparation for inclusive teaching is illuminated. Based on the critical analysis of the literature, lessons are drawn regarding pre-service teacher preparation and recommendations are made.