All ready for action in inclusive classrooms? Conceptions of the tiered support framework, professional roles, and collaboration among Finnish pre-service teachers
Bibliographic Data
| ID | 12579239 |
|---|---|
| Authors | Akie Yada (0000-0003-1944-6793, University of Eastern Finland, corresponding author), Piia Maria Björn (0000-0002-0725-480X, University of Lapland), Pirjo Savolainen (0000-0001-6987-9728, University of Eastern Finland), Minna Kyttala (0000-0003-1489-2516, University of Turku) |
| Year | 2025 |
| Pages | 1-23 |
| Publication date | 2025-11-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2025.2581766 |
| OpenAlex | W4415800110 |
| Language | EN |
| References cited | 56 |
The idea of inclusive education became prevalent around the world. To implement inclusive education, some countries adopt a multi-tiered support framework to support children with special educational needs. Although Finland introduced this framework already in 2010, few studies have investigated how pre-service teachers understand its implementation and multi-professional collaboration. This study examined pre-service teachers’ conceptions of the multi-tiered support framework, professional roles, and collaboration in Finland. Data were collected from 139 pre-service teachers using questionnaires. Cluster analysis identified four pre-service teacher profiles: ‘Support knowing-doing gap’, ‘Support positive’, ‘Support negative’, and ‘Three-tiered support negative’, revealing a knowing-doing gap in the implementation of the support framework. Furthermore, the result indicates that some pre-service teachers were more critical of the multi-tiered support framework than of multi-professional collaboration, possibly due to the framework’s relative novelty. This study provides useful insights for developing pre – and in-service teacher education regarding inclusive education
Action (physics · Action research · Faculty Development · Inclusion (mineral · Mainstreaming · Professional development · Special education · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Teacher Education and Leadership Studies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |