New Teacher Perceptions of Inclusive Practices
An Examination of Contemporary Teacher Education Programs
Bibliographic Data
| ID | 8158692 |
|---|---|
| Authors | Eleftherios Kyprianos Soleas, Eleftherios Soleas (0000-0003-2354-525X, Queen's University, corresponding author) |
| Year | 2016 |
| Volume | 61 |
| Issue | 3 |
| Pages | 294-313 |
| Publication date | 2016-03-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v61i3.56075 |
| OpenAlex | W2312974616 |
| Language | EN |
| Citations received | 5 |
| References cited | 9 |
This article details a sequential explanatory mixed-method study into the perceptions of 44 new teachers regarding inclusive practices from their teacher education program, as well as their relative intent to utilize them in their practice. The purpose of this study was to determine the self-perceived capacity of the next generation of teachers leaving a Canadian teacher education program from a mid-sized university in Southern Ontario. As new teachers are the product of contemporary teacher education programs, their lingering needs and perceptions are potential avenues for intervention in continuing the refinement of teacher education. First, a complete audit of relevant teacher education was performed, followed by participants completing a mixed-methods survey. Then, these survey findings informed critical-case interviews. Analyses yielded two groups of themes: confidence from teacher education, and the lingering needs of new teachers. These data suggest that teacher education programs are not entirely effective at producing new teachers who are confident in their abilities to be inclusive practitioners in the classroom. Further, the perceptions of new teachers illustrate avenues for intervention in making teacher education programs more effective
Mathematics education · Pedagogy · Perception · Sociology · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Psychology · Teacher Education and Leadership Studies
Regular primary schoolteachers’ attitudes towards inclusive education
Preparing teachers for inclusive and diverse educational environments
Inclusion and the standards agenda
Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities
Exploring inclusive pedagogy
Using thematic analysis in psychology
Designing and Conducting Mixed Methods Research
Qualitative research methods for the social sciences
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |