EXPERIENCES THAT SHAPE THE DEVELOPMENT OF INCLUSIVE INSTRUCTION IN PRESERVICE TEACHERS: AN INTERNATIONAL COMPARISON

Authors

  • Jacqueline Specht Education, Western University, London, Canada
  • Susanne Miesera Education, Technical University, Munich, Germany
  • Donna McGhie-Richmond Education, University of Victoria, Victoria, Canada
  • Fizza Haider Education, University of Victoria, Victoria, Canada

DOI:

https://doi.org/10.46827/ejse.v8i4.4436

Keywords:

preservice teachers, inclusive education, inclusive instruction, international comparison

Abstract

Preservice teacher education programs are vital in teachers’ development of instructional practices for inclusive classrooms. In previous research, preservice teachers in Canada had higher scores on measures of experience with people with disabilities when compared to those in Germany. The current study investigated the proposition that differences existed because of experiences of inclusion in the respective countries. Participants were 18 Canadian preservice teachers from faculties of education in Ontario, Canada and 29 German preservice teachers from a Bavarian university. A Group Concept Mapping (GCM) technique was employed. Both groups identified Practicum Experiences, Education Program, Past Jobs, and Personal Life Experiences as contributing to the development of their inclusive practice. Only the Canadian sample identified Mentoring Relationships and Professional Development. Differences and similarities in teacher education programs are highlighted as possible contributors to the differences in Canadian and German preservice teachers’ perceptions of experiences useful for shaping their instructional practice.

 

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Author Biographies

  • Jacqueline Specht, Education, Western University, London, Canada

    Dr. Jacqueline Specht is a Professor and Director of the Canadian Research Centre on Inclusive Education in the Faculty of Education, Western University. Her research expertise is in the areas of inclusive education, teacher development, and psychosocial aspects of individuals with disabilities. Orcid iD 0000-0002-6536-1232

  • Susanne Miesera, Education, Technical University, Munich, Germany

    Dr. Susanne Miesera coordinates the inclusive teacher training at the Technical University of Munich (TUM). She is the head of the Nutrition and Home Economics Didactics Department vocational schools at the TUM School of Social Sciences and Technology. Her research focus is on inclusive teacher education and successful conditions for inclusion in schools with a focus on Vocational Schools. ORCID iD 0000-0001-5426-8377

  • Donna McGhie-Richmond, Education, University of Victoria, Victoria, Canada

    Dr. Donna McGhie-Richmond is an Associate Professor in Educational Psychology in the Faculty of Education, University of Victoria. Her research focuses on inclusive education, examining the interrelationship among instructional beliefs, experiences, and practices, with a particular emphasis on students with significant and complex disabilities.

  • Fizza Haider, Education, University of Victoria, Victoria, Canada

    Fizza Haider is a Learning Experience Designer at the University of Victoria, focusing on the accessibility of instructional environments and learning materials and activities. She has a Master of Arts in Educational Psychology from the University of Victoria. Her areas of research focus include inclusive education, teacher education and training, teacher self-efficacy, school leadership, and assistive technology.

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Published

2022-08-30

Issue

Vol. 8 No. 4 (2022)

Section

Articles

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