New Teacher Capacity for Inclusive Practice: A Mixed-Methods Investigation of Teacher Candidate Retention of Theory

• In Event: Poster Session 6
  In Poster Session: Division K Section 3 Poster Session 1

Abstract

This sequential explanatory mixed-methods study explored the self-evaluated capacity of new teachers for a selection of inclusive practices based on their experiences in their teacher education program. The purpose of this study was to investigate how effectively a sample of teacher candidates retained a selection of inclusive practices and theory from the courses of a teacher education program to be utilized in their eventual teaching practice. This study provides an opportunity to evaluate how tomorrow’s teachers view practices relating to inclusion. This investigation included course audits of teacher education courses, a mixed-methods survey, and lastly interviews informed by the survey findings. This study revealed mixed perceptions of a selection of inclusive pedagogies despite their extensive, conventional coverage.

Author

• Eleftherios Kyprianos Soleas, Queen's University