Patterns of inclusive education through the practice of student teachers

Bibliographic Data

ID12579035
AuthorsPanayiotis Angelides (0000-0002-1362-8337, I nt er co ll eg e, corresponding author)
Year2008
Volume12
Issue3
Pages317-329
Publication date2008-05-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13603110601103253
OpenAlexW2101326130
LanguageEN
Citations received4
References cited11

For the purpose of moving towards more inclusive practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to inclusive education. This paper investigates the nature of inclusive education through the practice of student teachers and sees how so‐called inclusive education manifests itself in Cyprus. In particular, it tries to answer the question. ‘How does inclusive education feature in the practices, activities and behaviours of student teachers?’ This qualitative study uses open‐ended initial interviews, observations, follow‐up interviews and field notes. The data from these sources were analysed following a qualitative analysis. The results suggest that student teachers had positive attitudes towards children that tend to be marginalized, they encouraged participation of all children in classroom activities, they made efforts to overcome factors that acted as barriers to inclusion, and they developed collaboration with the purpose of pushing inclusion forward

Field (mathematics · Inclusion (mineral · Mainstreaming · Mathematics education · Pedagogy · Qualitative analysis · Qualitative research · Social science · Sociology · Special education · Collaborative Teaching and Inclusion · Disability Education and Employment · Psychology · Teacher Education and Leadership Studies

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