Pre-service teachers' views about an inclusive education internship: A qualitative study

Emmaley Weaven, Brian Hemmings

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Abstract

In this article, the authors report on a study examining the experiences of teacher interns working with children in inclusive settings. The study was designed to seek answers to three questions: How does an inclusive education internship affect the attitudes of interns towards inclusive education? What are the advantages and disadvantages of working in an inclusive setting as perceived by interns undertaking an inclusive education internship? What coping strategies do interns employ during their inclusive education internship? In order to answer these questions, the authors collected interview data from three interns. These data were analysed using qualitative procedures, guided by the principles of Grounded Theory (GT). The results showed that the data could be grouped within 15 categories of response and that these could be subsumed within three major themes, namely, positive realities, negative realities, and coping strategies. The interns' stories are then told, by the authors, through these themes and some of the corresponding categories. The authors conclude their article by framing a set of recommendations that has implications for tertiary course designers, practicum/internship personnel, supervising teachers, future interns, and researchers.
Original languageEnglish
Pages (from-to)70-94
Number of pages25
JournalSpecial Education Perspectives
Volume16
Issue number1
Publication statusPublished - 2007

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