Abstract
This study involved an investigation into the benefits of a fieldwork experience for preparing pre-service teachers to teach in inclusive classrooms. The fieldwork focused on a literacy and numeracy tutoring program involving first-year students (n=38) who were studying to become primary and secondary school teachers in mainstream schools, and young adults with an intellectual disability (n=18). Semi-structured interviews were conducted in focus groups and data were analysed using constant comparison analysis. The findings revealed pre-service teachers gained valuable insights and skills that enabled them to effectively differentiate instruction and begin the transition from student to teacher. The innovative design features of the program are highlighted.
| Original language | English |
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| Title of host publication | AERA Online Paper Repository |
| Editors | Angela E. Arzubiaga, James Earl Davis |
| Place of Publication | Washington DC USA |
| Publisher | American Educational Research Association (AERA) |
| Number of pages | 9 |
| DOIs | |
| Publication status | Published - 2017 |
| Event | American Educational Research Association Annual Meeting 2017: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity - Henry B. Gonzalez Convention Center, San Antonio, United States of America Duration: 27 Apr 2017 → 1 May 2017 https://www.aera.net/Events-Meetings/Annual-Meeting/2017-Annual-Meeting-Program |
Conference
| Conference | American Educational Research Association Annual Meeting 2017 |
|---|---|
| Abbreviated title | AERA 2017 |
| Country/Territory | United States of America |
| City | San Antonio |
| Period | 27/04/17 → 1/05/17 |
| Internet address |