Teacher trainees' experiences of inclusive practices during teaching practice

William Nketsia, Maxwell Peprah Opoku, Eric Lawer Torgbenu

Research output: Chapter in Book / Conference PaperConference Paperpeer-review

Abstract

![CDATA[Teaching practice has been found to significantly improve teacher trainees’ understanding of special educational needs (SEN) and knowledge of inclusive teaching practices. Using a descriptive survey design and a purposive sample of final-year teacher trainees (n = 171), college supervisors (n = 57) and school-based mentors (n = 77) from three public colleges of education in Ghana, this study explored teacher trainees’ experiences regarding the inclusive practices they learnt, their collaboration with stakeholders and the challenges they encountered during teaching practice. The study reveals that teaching practice does not adequately promote inclusive practical training of teacher trainees and that mentors do not model effective inclusive practices for trainees. The study found an immeasurably small number of co-teaching practices among trainees. The implications of the findings for the improvement of teaching practice in effectively training teachers in areas of SEN and inclusive education in colleges of education are also discussed.]]
Original languageEnglish
Title of host publicationProceedings of ATEE Spring Conference: Innovations, Technologies and Research in Education, Riga, Latvia, 7-8 June 2019
PublisherUniversity of Latvia
Pages268-288
Number of pages21
ISBN (Print)9789934184826
DOIs
Publication statusPublished - 2019
EventAssociation of Teacher Education in Europe. Conference -
Duration: 7 Jun 2019 → …

Conference

ConferenceAssociation of Teacher Education in Europe. Conference
Period7/06/19 → …

Keywords

  • teachers
  • training
  • inclusive education

Fingerprint

Dive into the research topics of 'Teacher trainees' experiences of inclusive practices during teaching practice'. Together they form a unique fingerprint.

Cite this