Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education
Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation programmes are themselves a product of a schooling system...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2022-08-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2090/1203 |
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| author | Lee Rusznyak Elizabeth Walton Jacqueline Kenny |
| author_facet | Lee Rusznyak Elizabeth Walton Jacqueline Kenny |
| author_sort | Lee Rusznyak |
| collection | DOAJ |
| description | Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation programmes are themselves a product of a schooling system in which many inequalities and marginalising practices are still prevalent. In this article, we present an analysis of the extent to which pre-service teachers’ personal experiences within the schooling system influenced their perceptions about the benefits and drawbacks of 2 common organisational arrangements made for learners who experience barriers to learning. An analysis of empirical data from a questionnaire and individual interviews suggests that participants who had personally observed or experienced particular arrangements were more likely to hold fixed views about their potential benefits or drawbacks. We consider the implications of this finding for teacher education programmes that seek to produce teachers who can teach inclusively in the South African schooling system. |
| format | Article |
| id | doaj-art-03126ff2531946a6a8095f16765ee175 |
| institution | Kabale University |
| issn | 0256-0100 2076-3433 |
| language | English |
| publishDate | 2022-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj-art-03126ff2531946a6a8095f16765ee1752025-01-22T08:54:18ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332022-08-0142311010.15700/saje.v42n3a2090Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive educationLee Rusznyak0https://orcid.org/0000-0002-6835-8215Elizabeth Walton1https://orcid.org/0000-0003-1868-9590Jacqueline Kenny2School of Education, University of the Witwatersrand, Johannesburg, South AfricaSchool of Education, University of Nottingham, Nottingham, United Kingdom and School of Education, University of the Witwatersrand, Johannesburg, South AfricaSchool of Education, University of the Witwatersrand, Johannesburg, South AfricaTeacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation programmes are themselves a product of a schooling system in which many inequalities and marginalising practices are still prevalent. In this article, we present an analysis of the extent to which pre-service teachers’ personal experiences within the schooling system influenced their perceptions about the benefits and drawbacks of 2 common organisational arrangements made for learners who experience barriers to learning. An analysis of empirical data from a questionnaire and individual interviews suggests that participants who had personally observed or experienced particular arrangements were more likely to hold fixed views about their potential benefits or drawbacks. We consider the implications of this finding for teacher education programmes that seek to produce teachers who can teach inclusively in the South African schooling system.http://www.sajournalofeducation.co.za/index.php/saje/article/view/2090/1203exclusioninclusive educationpre-service teacherspecial needsteacher education |
| spellingShingle | Lee Rusznyak Elizabeth Walton Jacqueline Kenny Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education South African Journal of Education exclusion inclusive education pre-service teacher special needs teacher education |
| title | Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education |
| title_full | Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education |
| title_fullStr | Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education |
| title_full_unstemmed | Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education |
| title_short | Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education |
| title_sort | pre service teachers experiences of schooling implications for preparation for inclusive education |
| topic | exclusion inclusive education pre-service teacher special needs teacher education |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2090/1203 |
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