Shaping Inclusive Education: The Evolution of Teacher Candidates’ Beliefs in the Canadian Context (82128)
Session Chair: Aneta Rogalska-Marasinska
Saturday, 13 July 2024 16:45
Session: Session 5
Room: B09 (Basement)
Presentation Type:Oral Presentation
This research delves into the evolution of teacher candidates' perspectives on inclusion and inclusive teaching practices throughout their instructional and practicum journeys within the Canadian educational landscape. Given the growing diversity within schools, the study investigates how teacher candidates' beliefs influence their application of inclusive teaching strategies, crucial for catering to the needs of a varied student population. The inquiry examines the impact of teacher education programs, transformative learning encounters, and inclusive practicum placements on the candidates' attitudes towards inclusion. Employing a multiple case study methodology, the research evaluates the initial beliefs of teacher candidates, tracks changes in these beliefs following coursework on inclusion, and examines the factors that facilitate or hinder belief development in university and practicum environments. The findings indicate that teacher candidates generally start their educational programs with optimistic views on inclusion. However, coursework and practicum experiences play significant roles in moulding their perceptions of diversity, approaches to inclusion, and awareness of broader social issues relevant to inclusive educational settings.
The research underscores the critical role of teacher education programs in shaping teacher candidates' beliefs about inclusion and highlights the value of transformative learning experiences and inclusive practicum placements in enhancing their understanding of equity and inclusion. Continued research is necessary to identify specific elements within courses and practicum experiences that promote positive beliefs about inclusive teaching practices, ultimately contributing to the creation of more equitable classrooms and improved student outcomes.
Authors:
Charlotte Brenner, University of Lethbridge, Canada
Fisayo Latilo, University of Lethbridge, Canada
McKenna Causey, University of Lethbridge, Canada
About the Presenter(s)
Dr Charlotte Brenner is a University Assistant Professor/Lecturer at University of Lethbridge in Canada
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