In Scotland, inclusion of all children in mainstream schools is an important provision and legal requirement for the local authorities (Riddell, 2009; Allan, 2010). Teachers in Scotland are expected to be prepared to respond to the diversity in their classrooms. The National Framework for Inclusion (Scottish Universities Inclusion Group, 2022) is intended to support pre-service teachers, fully registered teachers and teacher educators to develop and sustain inclusive practice within their diverse professional contexts. The Framework for Inclusion is closely linked with the General Teaching Council for Scotland (GTCS) Professional Standards for Teachers (GTCS, 2021). Initial teacher education programmes across Scotland are based on these standards, embed inclusion and encourage a response to learner diversity that avoids marking some students as different (Florian and Black- Hawkins 2011). This paper will present the Scottish policy context on inclusion, and teacher education. It will then present data derived from two focus groups with 2nd year and 4th year pre-service primary teachers in Scotland, as pre-service teachers are positive of the principles of inclusive education (Goddard and Evans, 2018) but unsure of the implementation of inclusive practices (Black-Hawkins and Amrhein, 2014). The aim was to discuss with pre-service teachers about the meaning and qualities of inclusive practice, with examples, as developing effective inclusive practice begins in the teachers’ professional preparation when pre-service teachers reconsider their own beliefs about human differences, challenge any assumptions and develop inclusive practices. A thematic analysis method (Clarke and Braun, 2013) offered information about their understandings of inclusive practice and led to important themes including differentiation and relationships. The findings are significant and contribute to the research on teachers’ professional preparation as inclusive practitioners. Examples of good quality inclusive practice aligning with the concept of inclusive pedagogy (Florian and Black-Hawkins, 2011) as well as practices that are designed for ‘most’ students will be shared, illustrating pre-service teachers’ (mis) understandings, and some contradictions. The paper will highlight the importance of values and pedagogy. The findings are of relevance to a European audience as they invite reflection on teacher education, the existing policies, practices, and teachers’ expectations.

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