Our intergenerational authorial team takes up a central—and unresolved—issue within teacher education for inclusion, namely, the role of curriculum in reconceptualizing pre-service programs. We specifically review literature and policy on how special education teacher educators have approached conceptions of curriculum, using this past as prologue to argue that the teacher education curriculum requires a community of educators constructing a balance between a shared equity agenda to support the preparation of all teachers for inclusion, and the simultaneous need to prepare experts who can effectively share and utilize expertise that addresses the specific learning needs of marginalized learners, including those with disabilities. Unless curriculum is addressed comprehensively, deep transformation will be difficult to achieve, and role clarity for prospective special education teachers is likely to remain unclear. Our aim is for readers to consider the complicating power of curriculum theory as essential framework for renegotiating the teacher education curriculum for inclusion.

我们的代际作者团队承担着教师教育中一个尚未解决的核心问题，即要纳入，即课程在重新构想职前课程方面的作用。我们特别回顾了有关特殊教育教师教育者如何对待课程概念的文献和政策，以过去为序言，论证了教师教育课程要求教育者群体在共享的平等议程之间建立平衡，以支持所有教师的准备工作。同时需要准备能够有效共享和利用专门知识的专家，以解决边缘化学习者（包括残疾人）的特定学习需求。除非对课程进行全面处理，否则将很难实现深刻的变革，未来特殊教育教师的角色清晰性可能仍然不清楚。我们的目标是让读者认为课程理论的复杂功能是重新协商包含性的师范教育课程的基本框架。