PROSPECTIVE TEACHERS’ EVALUATIONS OF TEACHING PRACTICE IN AN INCLUSIVE CLASSROOM

Authors

  • Ieva Margevica-Grinberga University of Latvia
  • Egija Laganovska University of Latvia

DOI:

https://doi.org/10.17770/sie2023vol1.7164

Keywords:

inclusive classroom, inclusive education, teacher education, teaching practice

Abstract

Today’s teachers must be ready to address all students, whatever their abilities, needs, and knowledge. Prospective teachers must develop the necessary competencies during their studies to ensure inclusive education for all pupils. Teaching practice remains one critical means of exposing future teachers to actual classroom experiences to equip them with pedagogical skills. The course followed in this study included teaching practice to allow future teachers to put their theoretical knowledge into practice. The research aimed to analyse future teachers’ feedback after teaching practice in an inclusive classroom. These data – the prospective teachers’ findings after the teaching practice – were analysed using content analysis. The sample of the study consisted of 97 future teachers.

The results showed that the student teachers faced various challenges, e.g. needing more experience in an inclusive setting, creating activities that included all students, and needing more teaching resources. However, most were optimistic about the opportunity to put the knowledge they gained during the course into practice. Therefore, teacher educators should ensure that students are prepared for entry into the teaching profession and have a positive pedagogical experience in an inclusive classroom. The teacher educators should also have sufficient knowledge and skills to work with all pupils.

 

Author Biographies

  • Ieva Margevica-Grinberga, University of Latvia
    Dr Ieva Margeviča-Grinberga is a leading researcher and associated professor at the Faculty of Education, Psychology and Art, University of Latvia. She is an author of international publications about higher education and educational programmes for decreasing social exclusion. She has been a visiting professor at numerous universities in Georgia, Mexico, Chile, Lithuania, Spain, and Brazil. Her current interests are related to teacher education and inclusive education. https://orcid.org/0000-0002-1809-2439
  • Egija Laganovska, University of Latvia
    Egija Laganovska is a researcher, lecturer at the Faculty of Pedagogy, Psychology and Art (PPMF), University of Latvia (UL). Professional/Academic Fields: Special Needs Education, Speech and Language Therapy, Learning Disabilities, Neurodiversity, Equity&Inclusive. She is a board member of Latvian Logopedists’ Association (LLA).

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Published

2023-07-03