Pre-Service Teachers' Experiences of Schooling: Implications for Preparation for Inclusive Education

Autor/inn/en	Rusznyak, Lee; Walton, Elizabeth; Kenny, Jacqueline
Titel	Pre-Service Teachers' Experiences of Schooling: Implications for Preparation for Inclusive Education
Quelle	In: South African Journal of Education, 42 (2022) 3, Artikel 2090 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rusznyak, Lee) ORCID (Walton, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Preservice Teachers; Teaching Experience; Inclusion; Foreign Countries; Barriers; Teacher Education Programs; South Africa + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation programmes are themselves a product of a schooling system in which many inequalities and marginalising practices are still prevalent. In this article, we present an analysis of the extent to which pre-service teachers' personal experiences within the schooling system influenced their perceptions about the benefits and drawbacks of 2 common organisational arrangements made for learners who experience barriers to learning. An analysis of empirical data from a questionnaire and individual interviews suggests that participants who had personally observed or experienced particular arrangements were more likely to hold fixed views about their potential benefits or drawbacks. We consider the implications of this finding for teacher education programmes that seek to produce teachers who can teach inclusively in the South African schooling system. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01