Student teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments

Figures & data

Figure 1. Overview of research design.

Diagram showing the three strands of data collection (strand 1, strand 2 and strand 3), and how the findings from the three strands are merged at data analysis stage.

Table 1. Development of themes and sub-themes through the qualitative data analysis process.

Main Theme	Sub-theme	Components of sub-themes	Illustrative quotes
Professional Knowledge	Knowledge of the child	Knowledge of the child (micro-level)	‘a knowledge of the child as an individual’
		Knowledge of the child (meso-level)	‘An understanding of the support available to children and families’
		Knowledge of the child (macro-level)	‘To understand where they are coming from speaking to them with respect and knowing how to engage with them’
	Knowledge of behaviour management	Inclusive approaches to behaviour management	‘Knowledge and understanding of behaviour management strategies and pupil support’
		Specialist support with behaviour management	‘How to deal with behavioural issues effectively where there is significant anger and aggression’
Professional Skills	Responsive teaching	Inclusion	‘an ability to treat the child as an individual, without making them feel as though they are different’
		Collaboration	‘Collaborative and co-operation skills’
		Observation	‘Teachers should be observant and dedicated to providing the extra time and resources needed to help the children’
		Adaptability	‘A good degree of open mindedness and flexibility to situations’
Interpersonal Skills	Building rapport with children and their families	Listening	‘I think that listening and observation skills are important for teachers working with children/young people living in poverty’
		Communication	‘Communication with pupils and parents. Being able to overcome barriers such as disinterested parents, language barriers’
		Empathy	‘Being empathetic, caring, understanding’