ERIC Number: EJ1384409
Record Type: Journal
Publication Date: 2023
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1710-2146
Available Date: N/A
Prioritising Content to Enhance Preservice Teachers' Preparedness for Inclusive Education: Implications for Online Learning
Walker, Nolene
International Journal of Whole Schooling, v19 n1 p1-26 2023
This paper presents survey findings of preservice (n = 128) and experienced teachers (n = 326) about enhancing the preparation of preservice teachers to include students with disabilities in regular classes during initial teacher education. Non-parametric statistics were used to analyse the data. When asked to rank their preferred mode of learning, preservice teachers ranked online learning last. Results identified topics to prioritise during initial teacher education. Implications in regard to online delivery of inclusive content are discussed. Given that the recent pandemic resulted in a sudden shift to online learning, these findings may add to the body of knowledge about preparing preservice teachers for inclusive teaching.
Descriptors: Preservice Teachers, Preservice Teacher Education, Inclusion, Students with Disabilities, Preferences, Electronic Learning, Online Courses, Teacher Education Curriculum, Student Attitudes, Experienced Teachers, Teacher Attitudes, Individualized Instruction, Reading Materials
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A