Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study

Abstract

ABSTRACT Teachers’ beliefs inform their instructional practice, which in turn has direct bearing on students’ success. The current study utilised Trochim’s Group Concept Mapping (GCM) to explore the experiences that influence pre-service teachers’ beliefs about teaching and learning in inclusive classrooms. Fifty-one pre-service teachers at the end of their programme were interviewed about these experiences. Fifteen pre-service teachers sorted the statements that captured these experiences and rated how important they would be for developing beliefs about teaching in inclusive classrooms. Four distinct themes were identified as was their importance. Practicum/collaboration experiences were most important followed by work and personal experience, and then education. These results underscore the importance of both professional and personal experiences and implicate teacher education programmes in the development process.