Experienced mainstream teachers and student teachers position themselves explicitly and implicitly in relation to inclusive classrooms: global and local implications

ABSTRACT

This qualitative study espouses an interdisciplinary theoretical and methodological framework to explore how mainstream experienced teachers (METs) and student teachers (STs) position themselves vis-à-vis inclusive education (IE). The theoretical framework emphasises that global changes in education require the placement of IE in the forefront of educational practice and research. It also foregrounds the centrality of narrative texts and language resources in the construction of the professional identities of individuals and groups. The data, 80 stories written by METs and STs, were analysed using thematic content analysis and positioning analysis. Interpretation of the findings revealed two group portraits which position themselves vis-à-vis IE. Well-acquainted with the inclusive mainstream classes, the METs demanded changes in initial teacher education whereas the STs’ positioning was rather vague, lacking clear insights, knowledge and generalisations. The discussion interprets these findings and proposes changes in initial teacher education and inclusive classes.

KEYWORDS:

• Inclusive education
• mainstream experienced teachers
• student teachers
• positioning
• initial teacher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Following one of the anonymous readers’ comments, throughout this article, we use the term inclusive education. The term special education is used only when we cite other publications which use that term.

2. ASD = Autism Spectrum Disorder; ADHD = Attention Deficit Hyperactive Disorder.