Positioning as Teachers for Inclusion: A Narrative Study Based on Practicum Experiences in Chilean Schools

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Inclusive Education Through Practicum Experiences, Diverse Text Selection, and Compassionate Frameworks: Evolving Teacher Preparation for Social Justice (Table 1)

Abstract

Teachers have been identified as relevant actors in constructing an inclusive education. Special attention has been paid to teacher education for inclusion. Notably, research indicates that practicum is critical to preparing pre-service teachers for diversity within school settings. This paper examines pre-service teachers' practicum experiences and tensions related to their positioning about inclusion. Thirty-two Chilean pre-service teachers detailed their practicum experiences through a narrative study in which data was produced through narrative and art-based methods. Findings suggest that their practicum experiences are substantially framed by exclusion experiences of themselves, their families and school children. Exclusion produces a variety of emotions that confront their positions as teachers and students. Implications for research and teacher education for inclusion are discussed.

Authors

• Constanza Herrera-Seda, University of Santiago of Chile

• Constanza Andrea Cardenas Alarcon, University of Glasgow

• Carlos Vanegas Ortega, Universidad de Santiago de Chile