This article sought to add the voice of the preservice teachers to the discourse by presenting their perceptions regarding the appropriateness of their training for teaching in inclusive-education frameworks. Preservice teachers completing their first (N = 18) or third year (N = 18) in the various types of teacher-training programs (early childhood, primary school, and high school education) were interviewed. The findings of the qualitative analysis revealed that the various training programs differed in terms of the scope of training for inclusion as well as in their approach to inculcating inclusive teaching. Findings indicated that preservice teachers preparing to teach in mainstream schools expected to receive better training for inclusive teaching than what is currently offered in their training programs. The interesting point is that these expectations develop during teacher training. A discussion of the findings highlights the need to introduce changes in the existing training programs to ensure that preservice teachers acquire and internalize the principles of inclusive teaching.
Bibliographical notePublisher Copyright:
© 2017 Springer Publishing Company.
- Inclusive classes
- Preservice teachers
- Teacher education
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology