Do Pre-Service Teachers Develop a Schema for Inclusive Classroom Practice?

Autor/inn/en	Auhl, Greg; Bain, Alan
Titel	Do Pre-Service Teachers Develop a Schema for Inclusive Classroom Practice?
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 4, S.370-386 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1777530
Schlagwörter	Preservice Teachers; Inclusion; Schemata (Cognition); Foreign Countries; Classroom Techniques; Preservice Teacher Education; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Inklusion; Cognition; Schema; Kognition; Ausland; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This study examined whether pre-service teachers from three Australian universities developed a professional schema for inclusive teaching practice by the end of their standards-based programmes of professional preparation. The results demonstrated that while there were statistically significant differences among the universities, none of the participants from the three undergraduate degree programs studied developed a functional schema. Implications for teacher preparation of graduates working in inclusive classrooms are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01