New teacher perceptions of inclusive practices: An examination of contemporary teacher education programs

Abstract

This article details a sequential explanatory mixed-method study into the perceptions of 44 new teachers regarding inclusive practices from their teacher education program, as well as their relative intent to utilize them in their practice. The purpose of this study was to determine the self-perceived capacity of the next generation of teachers leaving a Canadian teacher education program from a mid-sized university in Southern Ontario. As new teachers are the product of contemporary teacher education programs, their lingering needs and perceptions are potential avenues for intervention in continuing the refinement of teacher education. First, a complete audit of relevant teacher education was performed, followed by participants completing a mixed-methods survey. Then, these survey findings informed critical-case interviews. Analyses yielded two groups of themes: confidence from teacher education, and the lingering needs of new teachers. These data suggest that teacher education programs are not entirely effective at producing new teachers who are confident in their abilities to be inclusive practitioners in the classroom. Further, the perceptions of new teachers illustrate avenues for intervention in making teacher education programs more effective.