Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Specht, Jacqueline A.

Abstract

The current study explored the experiences that influence beginning teachers’ beliefs about teaching and learning in diverse classrooms. Teachers’ beliefs inform their instructional practice, which in turn has direct bearing on their students’ success. Interview data was collected as part of a larger study by the Canadian Research Centre on Inclusive Education. Fifteen pre-service teachers and 13 new teachers sorted the data using Trochim’s (1989) group concept mapping method to identify themes. Pre-service teachers identified four distinct themes: (a) education, (b) practicum/collaboration, (c) work experience, and (d) personal experience with diversity. New teachers identified eight distinct themes: (a) education/training, (b) overall teaching experience, (c) classroom experience with exceptionalities, (d) learning from students, (e) teacher collaboration, (f) learning from personal experience, (g) organizations, and (h) other. These results underscore the importance of both professional and personal experiences and implicate teacher education programs and schools in the development process.

Summary for Lay Audience

The present study was interested in understanding the experiences that influence beginning teachers’ beliefs about teaching and learning in diverse (inclusive) classrooms. Beliefs serve as a lens through which we see the world, influencing the things we pay attention to and the way we behave. Teachers’ beliefs directly influence the kinds of teaching practices they prefer. For students – especially those with diverse learning needs – this relationship between beliefs and practice can have direct bearing on achievement and outcomes. Interview data was collected as part of a larger study by the Canadian Research Centre on Inclusive Education. Fifteen pre-service teachers and 13 new teachers (within five years of a full-time contract) sorted the data using Trochim’s (1989) group concept mapping method to identify themes. Pre-service teachers identified four distinct themes: (a) education, (b) practicum/collaboration, (c) work experience, and (d) personal experience with diversity. New teachers identified eight distinct themes: (a) education/training, (b) overall teaching experience, (c) classroom experience with exceptionalities, (d) learning from students, (e) teacher collaboration, (f) learning from personal experience, (g) organizations, and (h) other. These results underscore the importance of both professional and personal experiences and implicate teacher education programs and schools in the development process.

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