Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understanding of why teachers differ in their belief systems about inclusive education, and how teachers’ training experiences contribute to their development of professional beliefs. We used meta-analysis to describe the level and range of teachers’ beliefs about inclusive education, and examine factors that contribute to variation in teachers’ beliefs, namely (1) the point in teachers’ career (pre-service versus in-service), (2) training in special versus regular education, and (3) the effects of specific programs and interventions. We reviewed 102 papers (2000–2020) resulting in 191 effect sizes based on research with 40,898 teachers in 40 countries. On average, teachers’ cognitive appraisals, emotional appraisals, and efficacy about inclusion were found to be in the mid-range of scales, indicating room for growth. Self-efficacy beliefs were higher for preservice (M = 3.69) than for in-service teachers (M = 3.13). Teachers with special education training held more positive views about inclusion than regular education teachers (d = 0.41). Training and interventions related to improved cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93). The training was particularly effective in encouraging reflection of beliefs and, eventually, facilitating belief change when teachers gained practical experience in inclusive classrooms. Six key findings direct the next steps.

教师关于包容有特殊需要的学生的信念系统可以解释政策和实践之间的差距。我们调查了教师信念系统的三个相互关联的方面：教师的认知评估（例如态度）、情感评估（例如感觉）和自我效能（例如教授全纳课堂的机构）。迄今为止，该领域的研究产生了相互矛盾的发现，导致人们对为什么教师在全纳教育的信念体系上存在差异以及教师的培训经验如何有助于他们职业信念的发展缺乏了解。我们使用荟萃分析来描述教师对全纳教育的信念水平和范围，并检查导致教师信念变化的因素，即（1）教师职业生涯的关键（职前与在职），（2）特殊教育与常规教育的培训，以及（3）特定计划和干预措施的影响。我们审查了 102 篇论文（2000-2020 年），根据对 40 个国家的 40,898 名教师的研究得出 191 个效应量。平均而言，教师的认知评价、情感评价和包容效果处于中等水平，表明有增长空间。职前的自我效能信念更高（包容性和有效性被发现在量表的中间范围内，表明有增长空间。职前的自我效能信念更高（包容性和有效性被发现在量表的中间范围内，表明有增长空间。职前的自我效能信念更高（M  = 3.69) 高于在职教师 ( M  = 3.13)。接受特殊教育培训的教师比普通教育教师对包容的看法更积极（d  = 0.41）。与改善认知评估 ( d  = 0.63)、情绪评估 ( d  = 0.63) 和对包容性实践的自我效能 ( d  = 0.93) 相关的培训和干预。培训在鼓励反思信念方面特别有效，并最终在教师在全纳课堂中获得实践经验时促进信念的改变。六个关键发现指导下一步。