Abstract
This paper reports on a study examining pre-service teachers' views about working with children in inclusive settings. The study has two foci: one, the development of views about inclusive education whilst partaking in an extended practicum; and two, the strategies employed by these teachers in and outside their classrooms during the extended practicum. Data gathered from these pre-service teachers were analysed using qualitative procedures, guided by the principles of grounded theory. The results show that the data can be grouped within 15 categories of response and that these can be subsumed within three major themes, namely, positive realities, negative realities, and coping strategies. The implications of this study for tertiary course designers, practicum personnel, supervising teachers, and future pre-service teachers are considered.
Original language | English |
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Title of host publication | Making meaning |
Subtitle of host publication | Creating connections that value diversity |
Editors | F. Bryer |
Place of Publication | Brisbane |
Publisher | AASE |
Pages | 86-93 |
Number of pages | 8 |
ISBN (Electronic) | 0646451006 |
Publication status | Published - 2005 |
Event | Annual Conference of the Australian Association of Special Education (AASE) - Brisbane, QLD, Australia Duration: 23 Sep 2005 → 25 Sep 2005 |
Conference
Conference | Annual Conference of the Australian Association of Special Education (AASE) |
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Country/Territory | Australia |
Period | 23/09/05 → 25/09/05 |