DEVELOPING AN EMPIRICAL FRAMEWORK TO EVALUATE PRE-SERVICE TEACHERS' READINESS FOR INCLUSIVE CLASSROOM PRACTICE

This thesis proposes an empirical framework for evaluating pre-service teachers’ readiness for inclusive classroom practice by treating readiness as a measurable, multi-component construct rather than a single self-report score. The framework integrates three evidence streams: validated psychometric scales for beliefs and perceived capability, performance-based tasks that simulate real inclusive teaching demands, and reflective qualitative data that explains why trainees choose particular actions.