Since Erdoğan's Justice and Development Party came to power in 2002, various educational changes have been mandated in Turkey to raise a conservative, pious generation in line with its conservative-democratic identity. Yet, these changes have not come all at once, but implemented gradually, through a process of subtle Islamization. In this paper, drawing upon the Discourse Historical Approach in Critical Discourse Analysis, I analyze in-service teacher education policy documents produced by Ministry of National Education (MoNE) as part of the Inclusive Education Initiative for integration of Syrian refugee children into Turkish education. Through the analysis, I demonstrate how Islamic ideology is interdiscursively and intertextually woven in the construction of inclusion, refugees, and teachers and discursive strategies employed by MoNE to convince teachers to be inclusive. I argue that this initiative should be considered as a sign of Islamic ideology also infiltrating teacher education in Turkey. I conclude with implications for policymakers, educators, and researchers.

自从鄂尔多安的正义与发展党于2002年上台以来，土耳其已要求进行各种教育变革，以培养符合其保守民主身份的保守虔诚的一代。但是，这些变化不是一次全部发生，而是通过微妙的伊斯兰化进程逐步实施的。本文借鉴了《话语历史方法》中的批评性话语分析，我分析了国家教育部（MoNE）制定的在职教师教育政策文件，该文件是“包容性教育倡议”的一部分，旨在使叙利亚难民儿童融入土耳其教育。通过分析，我证明了伊斯兰意识形态是如何在融合，难民和教师的建构中相互交织和互文地交织在一起的，以及伊斯兰国家组织为说服教师具有包容性而采取的话语策略。我认为，这一举措应被视为伊斯兰意识形态的标志，也渗透到土耳其的教师教育中。最后，我对决策者，教育者和研究人员产生了影响。