TY - JOUR
T1 - Patterns of inclusive education through the practice of student teachers
AU - Angelides, Panayiotis
PY - 2008
Y1 - 2008
N2 - For the purpose of moving towards more inclusive practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to inclusive education. This paper investigates the nature of inclusive education through the practice of student teachers and sees how so-called inclusive education manifests itself in Cyprus. In particular, it tries to answer the question. 'How does inclusive education feature in the practices, activities and behaviours of student teachers?' This qualitative study uses open-ended initial interviews, observations, follow-up interviews and field notes. The data from these sources were analysed following a qualitative analysis. The results suggest that student teachers had positive attitudes towards children that tend to be marginalized, they encouraged participation of all children in classroom activities, they made efforts to overcome factors that acted as barriers to inclusion, and they developed collaboration with the purpose of pushing inclusion forward.
AB - For the purpose of moving towards more inclusive practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to inclusive education. This paper investigates the nature of inclusive education through the practice of student teachers and sees how so-called inclusive education manifests itself in Cyprus. In particular, it tries to answer the question. 'How does inclusive education feature in the practices, activities and behaviours of student teachers?' This qualitative study uses open-ended initial interviews, observations, follow-up interviews and field notes. The data from these sources were analysed following a qualitative analysis. The results suggest that student teachers had positive attitudes towards children that tend to be marginalized, they encouraged participation of all children in classroom activities, they made efforts to overcome factors that acted as barriers to inclusion, and they developed collaboration with the purpose of pushing inclusion forward.
UR - http://www.scopus.com/inward/record.url?scp=61849158708&partnerID=8YFLogxK
U2 - 10.1080/13603110601103253
DO - 10.1080/13603110601103253
M3 - Article
AN - SCOPUS:61849158708
SN - 1360-3116
VL - 12
SP - 317
EP - 329
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
IS - 3
ER -