Beginning teachers and inclusive education: frustrations, dilemmas and growth

Abstract

Scholars report desirable outcomes for all participants in classrooms where diverse learners are welcomed members. Data suggest teachers leave the profession early because of the demands of their work made increasingly difficult by the diverse range of students, lack of assistance to support the diverse range of student needs and the resulting burnout. This paper presents qualitative data from six beginning teachers, juxtaposed with the author's personal narrative, to illustrate the ongoing problems beginning teachers face, contending with political, historical and cultural barriers when teaching students with diverse learning needs. Despite policy advances and mandated courses in inclusive education in initial teacher education, beginning teachers are overwhelmed by the magnitude of teaching diverse learners in contemporary classrooms. Of note in the data are the preservice teachers’ fluid conceptions of inclusive education. The polarity of success and failure of inclusive education is re-envisaged through Deleuze and Guattari's [(1987). A Thousand Plateaus: Capitalism and Schizophrenia. Trans Brian Massumi. Minneapolis, MN: University of Minnesota Press.] rhizome. The data illustrate the challenges and messiness of learning to become an inclusive educator. It is important to listen to the experiences of beginning teachers given the value of supportive classroom environments for students with diverse needs and the impact creating these environments has on beginning teachers’ longevity in the profession.

Keywords:

• inclusive education
• beginning teachers
• Deleuze
• emotion

Acknowledgement

The author would like to acknowledge the advice and support provided by Professor Parlo Singh during the final revisions of this paper.

Notes on contributors

Dr Loraine McKay is a lecturer in the School of Education and Professional Studies at Griffith University. She lectures in inclusive education and reading intervention. She is also an experienced teacher, having worked in schools for over 20 years. Her research interests include beginning teacher education, critical reflection and literacy. Her current research is around building teachers’ capacity to enhance adolescent literacy skills.