The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

• Authors: Peggy Gill , Ross Sherman , Cynthia Sherman
• Languages of publication: EN

Abstracts

EN

In the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.

Keywords

EN

inclusion; teacher preparation; attitudes; disabilities; pre-service

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2009
• Volume: 11
• Issue: 2
• Pages: 3-13

Dates

published

2009-01-01

online

2009-12-23

Contributors

author

Peggy Gill

• University of Texas at Tyler, USA

author

Ross Sherman

• University of Texas at Tyler, USA

author

Cynthia Sherman

• University of Texas at Tyler, USA

References

• Barnartt, S., & Altman, B. (2001). Exploring theories and expanding methodologies: Where we are and where we need to go. Kidlington, U.K.: Elsevier Science.
• Interstate New Teacher Assessment and Support Consortium. (2001). Model standards for licensing general and special education teachers of students with disabilities: A resource for state dialogue. Washington, DC: Council of Chief State School Officers.
• Interstate New Teacher Assessment and Support Consortium. (1992). Model standards for beginning teacher licensing, assessment and development: A resource for state dialogue. Washington, DC: Council of Chief State School Officers.
• Lindsey, R. B., Roberts, L. M., & Campbell-Jones, F. (2005). The culturally proficient school: An implementation guide for school leaders. Thousand Oaks, CA: Corwin Press.
• Marzano, R. (2003). What works in schools: Translating research into action? Alexandria, VA: Association for Supervision and Curriculum Development.
• McLeskey, J., & Waldron, N. (2007). Making differences ordinary in inclusive classrooms. Intervention in School and Clinic, 42(3), 162-168.
• Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.[Crossref]

Identifiers

DOI

10.2478/v10099-009-0036-z