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Preservice Teachers' Views of Inclusive Education: A Content Analysis

Published online by Cambridge University Press:  02 March 2012

Brian Hemmings  and
Stuart Woodcock
Brian Hemmings*
Affiliation:
Charles Sturt University, Australia. bhemmings@csu.edu.au
Stuart Woodcock
Affiliation:
University of Wollongong, Australia.
*
*Address for correspondence: Dr Brian Hemmings, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia.
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Abstract

Survey-based research was conducted with preservice teachers, from a large regional Australian university, to explore their views about inclusion and their readiness to teach in inclusive classrooms. Open-ended questions were included in the survey to glean information on the respondents' feelings and concerns about inclusion and inclusive practices. In addition, questions were framed to allow the respondents to discuss ways that the university could better prepare them as practising teachers. The responses to each of these questions were content analysed to delineate categories, and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made of the views expressed by the respondents before they experienced an inclusive education subject and a related practicum with those expressed after. The implications of the results for teacher education programs are considered.

Keywords

inclusioncontent analysisprofessional developmentteacher education
Type
Articles
Information
Australasian Journal of Special Education , Volume 35 , Issue 2 , 01 December 2011 , pp. 103 - 116
Copyright
Copyright © Cambridge University Press 2011

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