Integration of 3-H inclusive apprenticeship approach in Pakistani teacher education through forging connections between university and school educators

Translating theory of inclusive education into classroom practices for pre-service teachers (PSTs) has been an ongoing challenge for most teacher education programs. In this study, we examined the impact of an innovative collaborative program between primary school teachers and university academics, where they jointly developed and delivered an undergraduate course on inclusive education. We employed a quasi-experimental design, grouping 320 PSTs into two cohorts: one group was taught by a collaborative team of school educators and university academics (n = 166), while the other group was taught solely by university academics (n = 154). The teaching, attitudes, concerns, inclusive practices and efficacy to teach in inclusive classrooms of PSTs were measured at both the pretest and posttest stages of the inclusive education course. Our evaluation revealed notable improvements in positive attitudes and teaching efficacy skills, along with reduced concerns and increased inclusive teaching practices to teach in inclusive classrooms among PSTs who were co-teaching taught by university and school educators collaboratively. The implications of our research for teacher education programs in countries of South Asia are discussed identifying strategies that university educators could employ to bridge gaps between theory and practice.