Education Publications

Title

Experiences that shape the development of inclusive instruction in preservice teachers: An international comparison

Document Type

Article

Publication Date

2022

Journal

European Journal of Special Education Research

Volume

8

Issue

4

First Page

68

Last Page

89

URL with Digital Object Identifier

http://dx.doi.org/10.46827/ejse.v8i4.4436

Abstract

Preservice teacher education programs are vital in teachers’ development of instructional practices for inclusive classrooms. In previous research, preservice teachers in Canada had higher scores on measures of experience with people with disabilities when compared to those in Germany. The current study investigated the proposition that differences existed because of experiences of inclusion in the respective countries. Participants were 18 Canadian preservice teachers from faculties of education in Ontario, Canada and 29 German preservice teachers from a Bavarian university. A Group Concept Mapping (GCM) technique was employed. Both groups identified Practicum Experiences, Education Program, Past Jobs, and Personal Life Experiences as contributing to the development of their inclusive practice. Only the Canadian sample identified Mentoring Relationships and Professional Development. Differences and similarities in teacher education programs are highlighted as possible contributors to the differences in Canadian and German preservice teachers’ perceptions of experiences useful for shaping their instructional practice.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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