Building stronger teacher education programmes to prepare inclusive teachers

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Abstract

In response to concerns about the capacity of current school-based placements to prepare newteachers for inclusive classrooms, teacher education institutions are developing additional fieldwork programmes. We describe an innovative fieldwork programme that resulted from a partnership between the Faculty of Education at Monash University and Wallara (a disability-service provider), and we present findings from an investigation into the pedagogical decisions pre-service teachers made in this programme when tutoring young adults with intellectual disabilities. The findings suggest that well-structured fieldwork programmes that take place on campus can provide valuable opportunities for preparing new teachers for inclusive classrooms.

Original languageEnglish
Title of host publicationRe-imagining Professional Experience in Initial Teacher Education
Subtitle of host publicationNarratives of Learning
EditorsAnge Fitzgerald, Graham Parr, Judy Williams
Place of PublicationSingapore
PublisherSpringer
Chapter4
Pages55-66
Number of pages12
ISBN (Electronic)9789811308154
ISBN (Print)9789811308147
DOIs
Publication statusPublished - 2018

Cite this

Hopkins, S., & Round, P. (2018). Building stronger teacher education programmes to prepare inclusive teachers. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning (pp. 55-66). Singapore: Springer. https://doi.org/10.1007/978-981-13-0815-4_4