Do pre-service teachers develop a schema for inclusive classroom practice?

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Abstract

This study examined whether pre-service teachers from three Australian universities developed a professional schema for inclusive teaching practice by the end of their standards-based programmes of professional preparation. The results demonstrated that while there were statistically significant differences among the universities, none of the participants from the three undergraduate degree programs studied developed a functional schema. Implications for teacher preparation of graduates working in inclusive classrooms are discussed.
Original languageEnglish
Pages (from-to)370-386
Number of pages17
JournalAsia-Pacific Journal of Teacher Education
Volume49
Issue number4
Early online date20 Jul 2020
DOIs
Publication statusPublished - 2021

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