Productive Struggle as a Boundary Object between Co-Teachers in Grade 6 Mathematics Classrooms in the United States

Abstract

Teachers’ attitudes are prerequisite to the implementation of inclusive practices, and teachers’ professional development through their teacher preparation programmes is important for inclusive classroom practice in schools. This study investigated pre-service teachers’ understandings of inclusive practice in Scotland and Finland. The aim was to have an in-depth understanding of some pre-service teachers’ views with examples and gain ideas that could count as evidence of inclusive practice, contributing to the dialogue about good inclusive practice. Data were drawn from focus group interviews with second- and fourth-year pre-service teachers from both countries. The findings indicate that a focus on values and pedagogy in both teacher preparation programs is needed with more explicit links between key ideas and practice. It is suggested that the idea of inclusion is embedded in the programs rather than focusing solely on special education modules. This study offers empirical evidence and contributes to inclusive education research, teachers’ professional preparation, policy goals and practice.