Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching

Abstract

Over the last three decades the practice of including students with additional needs and disabilities in regular classes has gained momentum and is now contemporary practice in most Australian schools. However, research and government reports indicate that teachers feel ill-prepared and ill-equipped for their roles as inclusive class teachers with likely consequences for all classes. Despite concerns about the preparation of pre-service teachers for inclusive teaching there is a paucity of empirical evidence detailing how to shift negative attitudes, convey knowledge and impart skills during initial teacher education. This study aimed to identify and generate curriculum and pedagogy that effectively prepare pre-service primary teachers during initial teacher education for including students with additional needs in regular classes. A mixed methods approach (explanatory sequential with an intervention) was adopted. The intervention comprised a mandatory one semester inclusive unit in an initial primary teacher education course in an Australian university. Pre-service, beginning and experienced teachers provided questionnaire and interview data collected in three stages. Pre-service teachers (n=119) were surveyed at commencement and completion of the intervention. Experienced teachers (class teachers, principals, school counsellors and support teachers, n=326) were surveyed to ascertain their views about preparing pre-service teachers for inclusive education. Interviews were conducted with five beginning teachers, who in the previous year participated in the intervention, and ten experienced teachers. Quantitative data were analysed using parametric and non-parametric techniques. Thematic analysis was used to analyse interview data and the open-ended questionnaire responses. Results showed positive effects for the inclusive unit used in this study, with pre-service teachers reporting significantly increased levels of preparedness for inclusive teaching. Their self-reported attitudes, knowledge, and skills also improved significantly; nearing those of experienced teachers. On some aspects of inclusive education, pre-service teachers reported more positive attitudes than experienced teachers. In keeping with previous literature, many experienced teachers indicated that their initial teacher education had not adequately prepared them for inclusive teaching. Further, the findings revealed the major challenges beginning teachers experience in creating positive inclusive environments. The effect of social disadvantage was found to compound these challenges. The study identified priority topics for inclusive curriculum planning. The findings highlight the need to ensure that learning experiences provided to pre-service teachers are relevant and connected to their future needs. Details of learning experiences linked to learning theories, pedagogical frameworks and to the themes of attitudes, knowledge and skills are presented. Importantly, an eclectic cluster of practices were generated describing how to prepare pre-service teachers for contemporary inclusive teaching. Further, pre-service teachers' preferred modes of delivery of inclusive content were (in order) tutorials, lectures, assignments, and lastly, online. The integrated findings provide a comprehensive overview for effectively preparing pre-service teachers for inclusive teaching during initial teacher education. Approaches are proposed for enhancing pre-service teachers' preparedness for contemporary inclusive teaching. These include three tools for delivering inclusive pedagogy and curriculum during initial teacher education. Importantly, the findings suggest that the preparation of pre-service teachers for inclusive teaching requires a shared vision within initial teacher education to ensure that delivery of inclusive principles and practices embraces the philosophy of pedagogy for all.

Date of Award	2017
Original language	English