Bridging Inclusive and Social Justice Education Through the Experiences of Student Teachers

• In Event: The Pursuit of More Equitable Systems in Special and Inclusive Education

Abstract

The purpose of this research study is to better understand the impact and interrogate inclusive student teaching programs and experiences through listening to the experiences of student teachers. Even though this study focuses on one program, the data collected could advance educational research, including service delivery models, inclusive and social justice centered education, and practical implications in the careers of future teachers. Informed by a strong connection between social justice and inclusive education, we explored data analysis from 10 interviews with student teachers (current and alumni) of Bridge to the City and detailed findings representing three themes. Themes include: (1) skepticism and desire transforming into witnessing and experience, (2) co-teaching as the embodiment of inclusion, and (3) becoming a teacher.

Authors

• Emilee Baker, Syracuse University
  Presenting Author

• Christine Elaine Ashby, Syracuse University
  Presenting Author