ABSTRACT
This study examined whether pre-service teachers from three Australian universities developed a professional schema for inclusive teaching practice by the end of their standards-based programmes of professional preparation. The results demonstrated that while there were statistically significant differences among the universities, none of the participants from the three undergraduate degree programs studied developed a functional schema. Implications for teacher preparation of graduates working in inclusive classrooms are discussed.
Additional information
Notes on contributors
Greg Auhl
Greg Auhl is currently a Senior Lecturer in Academic Development. Greg’s current research focuses on coherent program design allowing graduates to develop a schema for professional practice in their field.
Alan Bain
Alan Bain is Associate Professor of Inclusive Education at Charles Sturt University. His research focuses on the design of educational organisations for more effective learning and teaching including the way teachers are prepared to work in inclusive classroom settings.