Pre-service teachers’ learning about inclusive education from an online module

African Journal of Teacher Education and Development

 
 
Field Value
 
Title Pre-service teachers’ learning about inclusive education from an online module
 
Creator Martin, Melanie Bertram, Carol
 
Subject Social Justice Education; Teacher Development inclusive education; pre-service teachers; online module; instructional and regulative discourse
Description Background: Thousands of South African pre-service teachers have completed an online course to prepare them for school-based practice, which included a unit on inclusive education.Aim: In this article, we present students’ responses to a written task to answer the question of what pre-service teachers learned about inclusive education from an online module, called Teacher Choices in Action.Setting: The online module was designed to prepare pre-service teachers for school-based learning through guided analysis of recorded lessons.Methods: Data were analysed from 176 B.Ed. and PGCE (Postgraduate Certificate in Education) students who completed the task in the inclusive education unit of the module.Results: The findings show that half of the coded responses reflected the instructional strategies such as scaffolding and participation, but with minimal emphasis on multilingualism, making connections, breaking down concepts and differentiated pacing, which were emphasised in the module. A quarter of the coded responses focussed on creating a supportive classroom ethos and the remaining quarter reflected teacher disposition (taking responsibility for inclusive teaching and being aware of the barriers to learning and diversity).Conclusion: We conclude by arguing that while we initially approached the data by thinking about who the teacher is as separate from what the teacher does, it became clearer how these are embedded.Contribution: We argue it is helpful to revisit Bernstein’s concepts of the instructional discourse (strategies for inclusive pedagogies) being embedded in the regulative discourse (the moral values expected in the classroom of both teachers and learners).
 
Publisher AOSIS Publishing
 
Contributor University of the Witwatersrand
Date 2024-07-05
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Qualitative and Quantitative
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/ajoted.v3i1.44
 
Source African Journal of Teacher Education and Development; Vol 3, No 1 (2024); 10 pages 2958-0986 2958-8650
 
Language eng
 
Relation
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://ajoted.org/index.php/ajoted/article/view/44/161 https://ajoted.org/index.php/ajoted/article/view/44/162 https://ajoted.org/index.php/ajoted/article/view/44/163 https://ajoted.org/index.php/ajoted/article/view/44/164
 
Coverage South Africa Present Day Pre-service teachers; university students
Rights Copyright (c) 2024 Melanie Martin, Carol Bertram https://creativecommons.org/licenses/by/4.0
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