Bridging gaps between theory and practice of inclusion through an innovative partnership between university academics and school educators in Australia

ABSTRACT

Universities often struggle to translate theory of inclusive education into real life practices for pre-service teachers (PSTs). In this paper, we evaluate an innovative partnership between Australian secondary school teachers and university academics where they co-designed and co-taught an undergraduate inclusive education course. We used a quasi-experimental design where 67 PSTs were grouped into two cohorts: one co-taught by the team of school educators and university academics (n = 26), the other taught only by university academics (n = 41). PSTs’ scores on teaching efficacy, attitudes and intentions to teach in inclusive classrooms were measured at the pre and posttest stages of the course. Our evaluation showed significant increases in positive attitudes and teaching efficacy skills, decreased concerns and higher intentions to teach in inclusive classrooms among PSTs who were co-taught. The co-teaching team also identified various professional and personal benefits of collaborating. We further discuss the implications of our research for teacher education programmes and the usefulness of including school educators’ expertise in bridging the gaps between theory and practice.

KEYWORDS:

• Inclusive teacher education
• pre-service teacher (PST)
• collaborative model
• school-university partnership
• Australia

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Umesh Sharma

Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia where he is the Academic Head of the Educational Psychology and Inclusive Education Community. Umesh's research programmes in the area of disability and inclusive education span India, Pakistan, China, Bangladesh, Fiji, Solomon Islands, Vanuatu and Samoa as well as Australia, Canada, USA and New Zealand. He is the chief co-editor of the Australasian Journal of Special and Inclusive Education and the Oxford Encyclopedia of Inclusive and Special Education.

Christine Grové

Christine Grové is an educational and developmental psychologist and a lecturer in the Faculty of Education at Monash University. Alongside clinical practice she lectures in inclusion and psychology and supervises research students within this area. Her research interests lie in engaging with the young person's perspective and experience across psychology and education.

Stella Laletas

Stella Laletas is an academic, researcher and registered psychologist. She is a lecturer in inclusive education and child and adolescent development at Monash University in the Faculty of Education. She has over 20 years of experience in various education settings. Stella's research interests focus on exploring the potential role of educators and carers in educational settings in supporting vulnerable children, in particular children living with social disadvantage, disability, trauma and parental mental illness.

Rashmi Rangarajan

Rashmi Rangarajan is a doctoral degree candidate at the Faculty of Education, Monash University, Australia, where her research work focuses on inclusive education in India. She completed her Master's degree in Human Rights & Humanitarian Action from Sciences Po in Paris, France. She has also completed another post-graduate degree in Counselling Psychology from the Tata Institute of Social Sciences in Mumbai, India.

Simon Finkelstein

Simon Finkelstein is a Master of Psychology (Educational and Developmental)/PhD Candidate with a research focus on how to better prepare preservice teachers to implement inclusive education. He is passionate about understanding diversity and working towards building inclusive schools and communities for all. Simon has research experience with single-case study designs, observation methods, and mixed methods research. As a provisionally registered psychologist, Simon has clinical experience working with a diverse range of clients across the lifespan. He has facilitated parenting programmes, couples therapy, social skills groups for young people and adults, one-on-one therapy, study skills programmes, music therapy and mindfulness skills groups.