Could Practicum Placements in Contrasting Contexts Support the Preparation of Pre-Service Teachers for an Envisaged Inclusive Education System? A South African study. Issue 5 (3rd September 2017)

• Record Type: Journal Article
• Authors: Rusznyak, Lee; Walton, Elizabeth
• Is Part Of: International journal of disability, development, and education. Volume 64:Issue 5(2017)
• Page Start: 463
• Page End: 482
• Publication Date: 2017-09-03
• Subjects: Barriers to learning -- diversity -- inclusive education -- practicum -- pre-service teacher -- rural schools -- South Africa education -- special schools -- teacher education; People with disabilities -- Education -- Periodicals; People with disabilities -- Periodicals; Special education -- Periodicals; Education, Special -- Periodicals; 371.9
• DOI: 10.1080/1034912X.2016.1267333
• Languages: English
• ISSNs: 1034-912X

Abstract

Abstract: In contexts where inclusive education is nascent, teacher educators face the challenge of preparing pre-service teachers for a system that does not yet exist. While this might be possible through university-based coursework, difficulties arise when so few sites that model inclusive pedagogies are available for practicum placements. This article investigates whether practicum placements in contrasting contexts may prepare pre-service teachers for teaching in an envisaged inclusive education system. We analyse the reflections of South African pre-service teachers who have conducted practicum sessions in two contrasting contexts, neither of which offered ideal models of inclusion. We explore the extent to which moving between contexts enabled pre-service teachers to develop orientations towards teaching and learning that Black-Hawkins and Florian identify as essential for promoting and sustaining inclusive pedagogic practices. With reservations, we conclude that practicum placements over contrasting contexts potentially support the preparation of pre-service teachers for inclusive education.