How Do Teacher Educators Prepare Future Inclusive Teachers? Examining Coherence Across One Teacher Preparation Program

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Special Education Teacher Preparation: Moving Toward a Just Future (Table 4)

Abstract

This case study examines the ways three groups of teacher educators: university instructors, field supervisors, and mentor teachers understand and use inclusive practice in their work with teacher candidates across one Elementary Education program. Initial findings suggest that teacher educators across this program had shared understandings of what inclusive practices require and the factors within and outside schools that influence how inclusive practices are enacted within K-12 schools. Despite these shared understandings, teacher educators took different approaches to focus on elements of inclusive practices. Most did not provide opportunities for candidates to examine how factors may shape inclusive practices in K-12 schools. Considerations for how teacher preparation programs can examine ways to prepare future inclusive teachers will be discussed.

Author

• Rachel Silva, University of Rhode Island