2023/11/27 by Rebecca Rosenberg, Kate De Bruin, Kate de Bruin +1
Social Sciences · #Collaborative Teaching and Inclusion #Disability Education and Employment #Inclusion and Disability in Education and Sport
paper · pdf · doi:10.1177/00049441231218724
crossref issued 2023/11/27 · crossref published 2023/11/27 · crossref published-online 2023/11/27 · openalex publication_date 2023/11/27 · crossref created 2023/11/27 · crossref published-print 2024/04/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing the cognitive, practical and moral dimensions of teaching that is the knowledge, skills and beliefs required to practice as an inclusive educator. We collected interview data from eight beginning teachers who transitioned into the profession in 2020 or 2021 and undertook a thematic analysis of these conversations. Our analysis identified that beginning teachers perceived that their teacher education at university did not prepare them sufficiently with 1. Strong professional inclusive education terminology and knowledge; 2. Practical and evidence-based skills for instruction and assessment; or 3. The opportunity to work with people with disabilities in inclusive contexts in order to become effective inclusive educators across all three domains. Findings are discussed and future directions for research are outlined.