Does initial teacher education make a difference? The impact of teacher preparation on student teachers' attitudes towards educational inclusion

Edward Mawusi Sosu, Peter Mtika, Laura Colucci-Gray

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

This paper examines the extent to which student teachers' attitudes towards inclusion change over the course of a four-year Bachelor of Education programme in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. Results indicate significant changes in student teachers' attitude towards educational inclusion. The student teachers' conceptualised inclusion as an interrelated component of support, belongingness, sensitivity and fairness. Their evaluation shows that programme inputs on inclusion contributed to an enhancement of their attitudes and understanding. However, there is a need for further practical knowledge in the area of inclusion.
Original languageEnglish
Pages (from-to)389-405
Number of pages17
JournalJournal of Education for Teaching
Volume36
Issue number4
Early online date27 Sep 2010
DOIs
Publication statusPublished - 2010

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teacher attitude
student teacher
inclusion
teacher
education
bachelor
qualitative interview
fairness
evaluation

Keywords

  • initial teacher education
  • teacher effectiveness
  • inclusion and social justice
  • evaluation
  • mixed methods

Cite this

Does initial teacher education make a difference? The impact of teacher preparation on student teachers' attitudes towards educational inclusion. / Sosu, Edward Mawusi; Mtika, Peter; Colucci-Gray, Laura.

In: Journal of Education for Teaching, Vol. 36, No. 4, 2010, p. 389-405.

Research output: Contribution to journalArticle

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