Experienced Mainstream Teachers and Student Teachers Position Themselves Explicitly and Implicitly in Relation to Inclusive Classrooms: Global and Local Implications

Autor/inn/en	Shoham Kugelmass, Dana; Kupferberg, Irit
Titel	Experienced Mainstream Teachers and Student Teachers Position Themselves Explicitly and Implicitly in Relation to Inclusive Classrooms: Global and Local Implications
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 3, S.379-394 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1756692
Schlagwörter	Experienced Teachers; Student Teachers; Inclusion; Regular and Special Education Relationship; Mainstreaming; Educational Legislation; Students with Disabilities; Teacher Education Programs; Foreign Countries; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Student Attitudes; Barriers; Coping; Emotional Response; Teacher Qualifications; Israel + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inklusion; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Schülerverhalten; Bewältigung; Emotionales Verhalten; Lehrqualifikation
Abstract	This qualitative study espouses an interdisciplinary theoretical and methodological framework to explore how mainstream experienced teachers (METs) and student teachers (STs) position themselves vis-à-vis inclusive education (IE). The theoretical framework emphasises that global changes in education require the placement of IE in the forefront of educational practice and research. It also foregrounds the centrality of narrative texts and language resources in the construction of the professional identities of individuals and groups. The data, 80 stories written by METs and STs, were analysed using thematic content analysis and positioning analysis. Interpretation of the findings revealed two group portraits which position themselves vis-à-vis IE. Well-acquainted with the inclusive mainstream classes, the METs demanded changes in initial teacher education whereas the STs' positioning was rather vague, lacking clear insights, knowledge and generalisations. The discussion interprets these findings and proposes changes in initial teacher education and inclusive classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01