Fostering Inclusive Beliefs and Practices During Preservice Teacher Education Through Communities of Practice

Abstract

Increasingly classroom teachers are expected to create inclusive classrooms and make adaptations for exceptional learners. A field-based course in a teacher education program with an extended early practicum undertook to foster the beliefs and practices of preservice teachers about adapting teaching for exceptional learners. The teacher candidates discussed dilemma cases in communities of practice, on-campus and in schools. We analyzed dilemma cases written by 28 elementary teacher candidates about their experiences with inclusion. Themes included maintaining a critical stance, questioning one's own assumptions, and recognizing unresolved ambiguities. We also analyzed the adaptations as well as the content of written peer responses to the cases. Most of the cases were dilemmas and the peer responses showed challenging and supportive dialogue among the members of the school-based communities. The cases demonstrated beliefs and practices regarding inclusion and suggest that using case approaches within communities of practice may foster inclusive beliefs and practices during preservice teacher education.