Inclusive education refers to an educational approach in which all students can learn and participate in the mainstream school system. The successful implementation of inclusive practices is strongly determined by teachers’ attitudes toward inclusive education and teacher training is one of several factors influencing these attitudes. Given the diversity of such programs, the present narrative review investigated the optimal design for pre-service inclusive teacher programs in terms of its duration and content delivery mode. For this, we considered and analyzed 31 studies, comprising 36 international interventions. Although most studies did not adequately report statistics to draw unequivocal conclusions, our results suggest an overall positive effect of training on pre-service teacher attitudes toward inclusive education. The effects of the duration and delivery mode of such programs are discussed from the perspective of successful training design in the light of social psychological theories and empirical findings, thus providing novel avenues for future research.

全纳教育是指所有学生都能在主流学校系统中学习和参与的教育方法。全纳实践的成功实施在很大程度上取决于教师对全纳教育的态度，而教师培训是影响这些态度的几个因素之一。鉴于此类计划的多样性，本叙述审查调查了职前包容性教师计划在持续时间和内容交付模式方面的优化设计。为此，我们考虑并分析了 31 项研究，其中包括 36 项国际干预措施。尽管大多数研究没有充分报告统计数据以得出明确的结论，但我们的结果表明，培训对职前教师对全纳教育的态度产生了总体积极影响。根据社会心理学理论和实证研究结果，从成功的培训设计的角度讨论了此类项目的持续时间和实施方式的影响，从而为未来的研究提供了新的途径。