‘Yes it’s good, but … ’ – student teachers’ inclusion narratives

Takala, Marjatta; Pihlaja, Päivi; Viljamaa, Elina

doi:10.1080/00313831.2022.2115133

Cited by 2 publications

(2 citation statements)

References 55 publications

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“…In the future, research should reveal the different perspectives of stakeholders (parents, school administrators, school counselors, and students) on inclusive education and compare their perceptions with teachers' practices to dismantle educational barriers and promote learning within inclusive classrooms. Moreover, it is of great importance to design and implement appropriate and effective teacher training for the education and inclusion of students with different cultural backgrounds, and moving forward, future teachers require a deeper comprehension of inclusion and diversity [31]. A lack of training prevents teachers from having discussions about culture and race with multicultural students [53].…”

Section: Discussionmentioning

confidence: 99%

“…The findings of a recent study conducted in Finland focusing on pre-service teachers' inclusion narratives also revealed that participants identified many obstacles that prevent the full inclusion of students in mainstream school settings [31]. Particularly in progressive education, the curriculum is co-formulated both by teachers and students, and it is not based on students' interests in general but on the interests of the students attending the specific class [24].…”

Section: Progressive Educationmentioning

confidence: 99%

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Exploring Narratives of Teachers Working with Culturally Diverse Students: Any Insights about Inclusion?

Samsari,

Palaiologou,

Nikolaou

2024

Societies

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The aim of the present study is to capture the teachers’ reflections and lived experiences on the inclusion of culturally diverse students in Greek school settings. Through a qualitative narrative inquiry approach, teachers share their personal accounts and stories about their efforts, initiatives, and moves towards more inclusive schooling, as well as the barriers they face in the school environment. Five (n = 5) primary school teachers were recruited purposefully because of their work experience with culturally and linguistically diverse (CLD) students in mainstream, integration or reception classes. Narrative-discursive analysis unravels the effectiveness of inclusive practice in Greece for culturally diverse students according to specific aspects of inclusive pedagogy such as progressive education, transformative learning, innovative practices, and strategies, as well as school–family partnership. Teachers’ experiences revealed their complex work to handle the increasing diversity in schools and to respond to all students’ needs in a context of slow but steady measures towards inclusion.

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Section: Discussionmentioning

confidence: 99%

Section: Progressive Educationmentioning

confidence: 99%