Learning through Composite Narratives: Inclusive Teaching Experiences for Teacher Education Programs

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 2
  In Roundtable Session: Designing Learning for All: UDL and Inclusive Curriculum

Abstract

Preservice student teachers (PST) learn through experience during their culminating field placements. In this qualitative study, we examine the situated context of learning to teach and becoming a teacher in an inclusive classroom. This is made possible through collaborative relationships with mentors and co-teachers who have similar foundational beliefs. We collected these stories through interviews with PSTs and a focus group with mentor teachers. Our analysis occurred while descriptively coding interviews to write a composite narrative. We take a unique approach by presenting the findings in the form of a story. The narrative is composed of moments between the PST and mentor teacher in an inclusive and integrated co-teaching classroom in New York City (NYC).

Authors

• Emilee A Baker, University of Minnesota

• Rebekah Wallis, Syracuse University

• Christine Elaine Ashby, Syracuse University