Bridging the Gaps Between Theory and Practice of Inclusive Teacher Education

Abstract

Successful implementation of inclusive education reforms in any country depends on several factors. One critical factor is adequate preparation of pre-service teachers. We cannot expect our schools to be inclusive if teachers are not adequately prepared to teach in inclusive classrooms. There are some key challenges that most teacher education programs face, including lack of appropriate inclusive professional placement settings, lack of collaboration between universities and schools, lack of connection between curriculum content and placement activities, and lack of appropriate evaluation tools to measure teacher readiness to teach in inclusive classrooms. We need new ways to address the issues faced by teacher educators to ensure that the persistent gaps between theory and practice can be met. In this regard, a new framework entitled CHANGE (Collaboration, Hands-on activities, Assessment of readiness, Networking, Greater contact with learners with diversities, and Effective coaching) was developed to address the challenges and substantially fill in the gaps between the theory and practice of inclusion. The CHANGE framework guides teacher educators to focus on six different aspects of enhancing teacher readiness for inclusion. The application of the framework is not dependent on extensive resources, but it does require rethinking the way teacher education curriculum is developed and delivered. The framework can be applied in any country context and is likely to appeal to teacher educators who are looking for better ways to prepare confident and skilled inclusive educators.