Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences

Hopkins, Sarah; Round, Penny; Barley, Karen D.

doi:10.1080/13540602.2018.1495624

Cited by 26 publications

(16 citation statements)

References 28 publications

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“…Another finding of this study was that the pre-service teachers held positive beliefs about the effectiveness of inclusive education. This finding is compatible with studies pointing out that teachers' acceptance of the policy of inclusion has a direct influence on their attitudes towards inclusive education (Smith & Tyler, 2011;Hopkins, Round, & Barley, 2018) Teachers tend to operate hypotheses about the learning process of their students and the necessary (individual) support on the bases of their beliefs. In other words, beliefs constitute a component part of teachers' knowledge base which strongly influences their commitment to implement inclusive education.…”

Section: Discussionsupporting

confidence: 88%

Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

Ruth

Ejiwale

Busuyi

2020

JEBS

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Today’s classrooms in Nigerian schools are witnessing heterogeneous student populations. With this current classroom nature, teachers feel generally ill-prepared and are unwilling to accommodate disadvantaged students. According to research findings, unfortunately, disadvantaged students were usually excluded during classroom instruction. Consequently, this resulted in reduced learning opportunities, stigmatization and social exclusion. Thus, this paper investigated pre-service teachers’ level of knowledge about inclusive education and explored their beliefs towards inclusive education. To achieve these objectives, a descriptive study design was adopted. The sample for the study consisted of 166 pre-service science teachers who were drawn from the population of special education undergraduate students from a tertiary institution using the stratified random sampling technique. The study utilized two validated questionnaires, Teachers’ Knowledge about Inclusive Education Test (TKIET), and True-False Twenty-one-Item Test and Teachers’ Belief towards Inclusive Education (TBIS) which is structured on a 5-point Likert scale to elicit the information from the respondents. The data collected were analyzed using descriptive statistics. The results of the study indicated that (1) pre-service teachers had a moderate knowledge about inclusive education and (2) pre-service teachers held positive beliefs about the effectiveness of inclusive education. Major conclusions which arise from this study are that pre-service special education teachers in Nigeria had moderate knowledge about inclusive education. In spite of their moderate knowledge about inclusive education they exhibited positive beliefs about the effectiveness of inclusive education. Keywords: disadvantage students, struggling learners, adaptive instruction, curriculum modification, inclusive education

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Section: Discussionsupporting

confidence: 88%

Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

Ruth

Ejiwale

Busuyi

2020

JEBS

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“…The qualitative analysis of the propositions supports the structural analysis: Pre-service teachers' beliefs about inclusive education are mainly composed of aspects around school and teaching as well as aspects addressing problems and barriers; aspects concerning things like equality, participation and the like only make for a very small proportion in the composition. This is in line with the findings of Hopkins et al (2018), who came to discover that teacher trainees, who participated in a field-work program, developed effective strategies for differentiating tasks and promoting motivation and task engagement. Differentiation strategies are not only essential for teaching in inclusive classrooms, but also contribute to an increased self-efficacy expectation of teacher (trainee)s, as the experience to be able to motivate students and provide alternative explanations when students are confused are important contexts for its development (Tschannen-Moran and Hoy, 2007).…”

Section: Numbersupporting

confidence: 85%

“…Therefore, the authors conclude, it is essential for teacher educators to ensure that pre-service teachers have practicum experience in which there are opportunities to examine and foster their beliefs. This is also supported by the findings of Hopkins et al (2018) who demonstrated in their study that, through elective-compulsory participation in supplementary fieldwork, pre-service teachers restructured their beliefs about pupils with learning difficulties as well as about their ability to teach them. To a great deal, this was found to be due to pre-service teachers having their preconceived ideas about people with intellectual disabilities challenged and to their seeing progress of their pupils.…”

Section: Introductionsupporting

confidence: 54%

“…Their focus lays on ensuring participation of all pupils and enhancing feelings of community. This can be supported by the study of Hopkins et al (2018), who state that teacher professionality is a composition of knowledge about self, action, and understanding of one's role in work and society. Experienced teachers see and understand their role such that they have to contribute to a functioning society.…”

Section: Numbermentioning

confidence: 99%

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Pre-service Teachers' Beliefs About Inclusive Education Before and After Multi-Compared to Mono-professional Co-teaching: An Exploratory Study

et al. 2019

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Teacher beliefs are action guiding in the classrooms. Teacher beliefs about inclusive education are thus a crucial prerequisite for its success. Therefore, those beliefs have to be addressed during the first phase of teacher training. Generally accepted concepts or operationalized definitions would be valuable guidelines for pre-service teachers and their educators. However, neither the ones nor the others are available at present. Therefore, pre-service teachers have to fall back on their own beliefs, a rather unexplored notion so far. Within the present study, pre-service teachers' beliefs about inclusive education were assessed before and after an academic seminar. During this academic seminar, participants co-taught in either multi-professional (i.e., one pre-service teacher for special educational needs and one for general education) or mono-professional (i.e., both pre-service teachers for special educational needs or both for general education) teams in inclusive classes of secondary schools. Pre-service teachers' beliefs were assessed with the help of concept-maps, which were created by the participants at two testing times. The concept-maps were analyzed employing graph-theoretical approaches as well as qualitative, summarizing content analysis methods. Results show that pre-service teachers who worked in multi-professional teams expanded their conceptualization of inclusive education to include facets like individualization and differentiation, while pre-service teachers who worked in mono-professional teams displayed no such expansion. Also, the conceptualization of pre-service teachers who worked in mono-professional teams contained a larger percentage of propositions addressing disadvantages and negative consequences of inclusive education. Therefore, it is concluded that multi-professional co-teaching during teacher training helps prepare teachers for successful inclusive education.

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“…Given the current status of IE in Saudi Arabia, it is recommended that universities with ITE programs provide the essential knowledge and skills required for new graduate teachers to successfully teach in multi-ability classrooms (Hopkins et al, 2018). A further recommendation is for universities with post-graduate teacher education courses to provide special needs teachers with training as mentors and professional inclusive coaches so that they can provide the necessary knowledge and skills in IE to their colleagues.…”

Section: Implications For the Futurementioning

confidence: 99%

Conceptualising inclusive education in Saudi Arabia through conversations with special education teachers

Gibbs

Bozaid²

2021

Improving Schools

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In the last decade, inclusive education (IE) has become a trending topic in the Kingdom of Saudi Arabia. This small-scale, qualitative Saudi study reports on how some teachers view IE in their country and whether students with a disability (autism) could be educated in mainstream schools. Individual semi-structured interviews were conducted and recorded using a smartphone. The analysis of interview data identified three themes related to IE and the concept of mainstream schooling for students with autism. Findings showed that the participants had some knowledge and understanding of IE. However, whether students with autism could be taught by general education teachers in mainstream schools reported mixed results. Some teachers spoke positively about the possibility, while others focused on existing barriers. These included the need for general education teachers to receive specialised training and professional learning in the form of authentic mentoring networks, training in special needs education to link theory with practice and how the scarcity of classroom resources hampers quality educational experiences and outcomes for some students. These findings provide a starting point for further research into the emerging phase of IE in Saudi Arabia.

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Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences

Cited by 26 publications

References 28 publications

Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

Pre-service Teachers' Beliefs About Inclusive Education Before and After Multi-Compared to Mono-professional Co-teaching: An Exploratory Study

Conceptualising inclusive education in Saudi Arabia through conversations with special education teachers

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