Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Specht, Jacqueline A.

Abstract

Classroom teachers are expected to have the competencies to teach in inclusive classrooms, with the goal of providing diverse learners the support and opportunities they deserve to learn at their best. However, teachers worldwide have reported their teacher education program was inadequate in preparing them to teach in inclusive classrooms. To address this, Sharma (2018) proposed the 3H framework – the three apprenticeships that preservice teachers should be prepared with to become effective inclusive educators: the heart (attitudes and beliefs of inclusive teachers), the head (knowledge and self-efficacy to teach diverse learners), and the hands (inclusive instructional practices). The goal of this study was to investigate the development of these three apprenticeships in teachers’ early career longitudinally. Eight Canadian beginning teachers were interviewed for four consecutive years about experiences that have contributed to their beliefs, self-efficacy, and instructional practices to teach in diverse classrooms, presented as case studies. Participants’ ideas were further examined collectively, resulting in nine themes: (a) “getting thrown in” to experiment with strategies; (b) gap between theory and reality – what worked or did not work in formal education; (c) what is inclusion?; (d) beliefs in children’s ability and exposure to diverse learners; (e) responsibilities as teachers and recognizing limits; (f) building relationships with students and caregivers; (g) a supportive and knowledgeable team; diversity and other components that affect learning; and (h) books, media, and technology. Developmental patterns were also noted. First, inclusive beliefs and instructional practices taught in teacher education programs were consistently mentioned across the four years of interviews but were not attributed to the influence of their education. Second, participants often began their career with confidence, but it decreased sharply as they experienced a “reality shock”; as time progressed, they either (a) accepted their limits as teachers and met students’ needs to the best of their abilities or (b) felt defeated and lost faith in the inclusive education system. The findings of this study added to our understanding of beginning teachers’ perception of where the issues lie, and directions for improving educational programs so they can better prepare preservice teachers for inclusive education.

Summary for Lay Audience

Inclusive education is the practice of including children of the same age and diverse abilities in the same classroom, where teachers are expected to meet all individual’s learning needs. However, teachers worldwide have expressed that their teacher education program was insufficient in preparing them to teach effectively in inclusive classrooms. To prepare efficacious inclusive teachers, there are three key elements (the 3H framework): the heart (attitudes and beliefs of inclusive teachers), the head (knowledge and feeling competent to teach in inclusive classrooms), and the hands (inclusive instructional practices). The goal of this study was to examine how teachers at the beginning of their career develop these three elements. Eight beginning teachers from Canada were interviewed for four consecutive years. They were asked to share experiences that have contributed to their beliefs, feelings of competency (self-efficacy), and instructional practices to teach in inclusive classrooms; their interviews were presented as individual cases. Their ideas were further examined collectively to identify prominent themes and developmental patterns. Specifically, it was found that inclusive beliefs and instructional practices taught in teacher education programs were consistently mentioned across the four years of interviews, but the participants did not attribute them to the influence of their education. Further, participants often began their career with confidence in their abilities and skills, but their confidence decreased sharply as they encountered the challenges of a real-life classroom. As time progressed, the participants either (a) accepted their limits as teachers and met their students’ needs to the best of their abilities or (b) felt defeated and lost faith in the inclusive education system. The findings of the study added to our understanding of beginning teachers’ perception of the issues and struggles, which provided preliminary directions on how we can improve our educational programs and prepare teachers to be efficacious in teaching inclusive classrooms.

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