Could practicum placements in contrasting contexts support the preparation of pre-service teachers for an envisaged inclusive education system? A South African study
Date
2017
Authors
Rusznyak, L.
Walton, E.
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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 universitybased 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 preservice teachers for inclusive education.
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Citation
Rusznyak, L., & Walton, E. (2017). Could practicum placements in contrasting contexts support the preparation of pre-service teachers for an envisaged inclusive education system? A South African study. International Journal in Disability, Development and Education, 64(5), 463-482.