Preparing Teachers for Inclusive Classrooms: Designing Fieldwork Experiences That Make a Difference

• In Event: 58.048 - Reimagining Teacher Education Programs for Equity and Social Justice

Abstract

This study involved an investigation into the benefits of a fieldwork experience for preparing pre-service teachers to teach in inclusive classrooms. The fieldwork focused on a literacy and numeracy tutoring program involving first-year students (n=38) who were studying to become primary and secondary school teachers in mainstream schools, and young adults with an intellectual disability (n=18). Semi-structured interviews were conducted in focus groups and data were analysed using constant comparison analysis. The findings revealed pre-service teachers gained valuable insights and skills that enabled them to effectively differentiate instruction and begin the transition from student to teacher. The innovative design features of the program are highlighted.

Authors

• Sarah Hopkins, Monash University

• Penny Round, Monash University

• Pearl Subban, Monash University