<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katarína Vančíková</style></author><author><style face="normal" font="default" size="100%">Ružena Čiliaková</style></author><author><style face="normal" font="default" size="100%">Hušlová Orságová, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONCEPTUALIZATIONS OF INCLUSIVE SCHOOLING BY PRE-SERVICE TEACHERS IN SLOVAKIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conceptualizations of inclusive schooling</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive education</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative survey</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664273</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Understanding how pre-service teachers conceptualize inclusive schooling is critical for effective teacher education. The present study examined how 455 pre-service teachers from eight Slovak universities perceive and prioritize eight distinct conceptualizations of an inclusive school, analyzing influences of professional specialization, study mode, and experience with diversity. A quantitative survey, utilizing ratings on a 6-point Likert scale and forced choice ranking, revealed &quot;every child is valued&quot; as the most preferred concept, signaling a strong normative commitment to individual children's worth. &quot;Bottom-up inclusion,&quot; emphasizing practical, team-based approaches, also ranked highly. While no significant differences were found across teacher specializations or personal experience with diversity, part-time students showed stronger preference for &quot;bottom-up inclusion&quot; compared to full-time students, who prioritized &quot;every child is valued&quot;. These findings suggest that professional experience may shape more practical conceptualizations of inclusion, underscoring the importance of structured reflection alongside practical experience in teacher education.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">689-704</style></section></record></records></xml>