Could practicum placements in contrasting contexts support the preparation of pre-service teachers for an envisaged inclusive education system? A South African study

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dataset.nrf.grant
dc.article.end-page482en_ZA
dc.article.start-page463en_ZA
dc.contributor.authorRusznyak, L.
dc.contributor.authorWalton, E.
dc.date.accessioned2021-10-20T11:39:14Z
dc.date.available2021-10-20T11:39:14Z
dc.date.issued2017
dc.description.abstractIn 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.en_ZA
dc.description.librarianMS2021en_ZA
dc.description.sponsorshipThis work was supported by a practice-based research grant from the School of Education, University of the Witwatersrand.en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.funderThis work was supported by a practice-based research grant from the School of Education, University of the Witwatersrand.en_ZA
dc.identifier.citationRusznyak, 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.en_ZA
dc.identifier.issn1465-346X
dc.identifier.urihttps://hdl.handle.net/10539/31775
dc.journal.issue5en_ZA
dc.journal.linkhttps://doi.org/10.1080/1034912X.2016.1267333en_ZA
dc.journal.titleInternational Journal in Disability, Development and Educationen_ZA
dc.journal.volume64en_ZA
dc.language.isoenen_ZA
dc.publisheren_ZA
dc.schoolWits School of Educationen_ZA
dc.titleCould practicum placements in contrasting contexts support the preparation of pre-service teachers for an envisaged inclusive education system? A South African studyen_ZA
dc.typeArticleen_ZA
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