Beginner Secondary Teacher Preparedness for Inclusion

Autor/inn/en	Attwood, Sophia; MacArthur, Jude; Kearney, Alison
Titel	Beginner Secondary Teacher Preparedness for Inclusion
Quelle	In: International Journal of Inclusive Education, 23 (2019) 10, S.1032-1048 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1625455
Schlagwörter	Beginning Teachers; Inclusion; Secondary School Teachers; Teacher Education Programs; Program Effectiveness; Teacher Attitudes; Educational Policy; Students with Disabilities; Practicums; Lifelong Learning; Foreign Countries; Teacher Competencies; Self Efficacy; Parent Teacher Cooperation; Social Justice; Teacher Aides; Civil Rights Legislation; Educational Cooperation; New Zealand + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Inklusion; Lehrerverhalten; Politics of education; Bildungspolitik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Practicum; Praktikum; Praktika; Life-long learning; Lebenslanges Lernen; Ausland; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Soziale Gerechtigkeit; Handreichung; Lehrerhilfe; Private law; Bürgerliches Recht; Education; cooperation; Kooperation; Neuseeland
Abstract	This study investigated the role of ITE in preparing beginner, secondary school teachers for including diverse groups of learners by capturing their experiences of ITE and their early career. An online questionnaire was completed by early career secondary school teachers. Follow-up interviews with four teachers explored salient findings from the questionnaire. The study found that that while ITE recognises the diversity of the classroom, it falls short when it comes to the pragmatic implications for teaching and learning. Most participants felt their ITE did little or nothing to help them develop their knowledge of legislation and policy as it relates to inclusion. Two-thirds felt their ITE did not help them develop their knowledge of the types of supports available for students who experience disability, while the majority had little to no experience teaching such students on practicum. Teachers who had a personal connection with a person with a disability felt better prepared to include learners with disabilities in their classrooms. Finally, participants reported that their ITE did not support them to understand and enact collaborative practice or identify as lifelong learners. The paper considers implications for ITE that support teachers to work in inclusive classroom contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01