Initial Teacher Education for Inclusion: Does Practicum Bring Pre-Service Teachers Closer to an Inclusive Approach?
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| Title: | Initial Teacher Education for Inclusion: Does Practicum Bring Pre-Service Teachers Closer to an Inclusive Approach? |
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| Language: | English |
| Authors: | Constanza Herrera-Seda, Constanza Cárdenas Alarcón, Carlos Vanegas-Ortega |
| Source: | Australian Journal of Teacher Education. 2026 51(1):82-103. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Preservice Teachers, Inclusion, Practicums, Program Effectiveness, Foreign Countries, Adoption (Ideas), Psychological Patterns, Student Attitudes, Self Efficacy, Professional Identity, Transformative Learning |
| Geographic Terms: | Chile |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | Practicum is considered an essential element of initial teacher education for inclusive education. In this article, we explore its contribution to the pre-service teachers' adoption of an inclusive approach. We conducted a qualitative, multicase study of three primary teacher education programmes in Chile. Through episodic interviews, we produced data from 18 pre-service teachers. The main results showed that practicum causes various emotions, cognitions, and actions that interact with the adoption of an inclusive approach. Overwhelming pre-service teachers' emotions related to exclusion can undermine their self-efficacy, leading them to avoid an inclusive approach. Also, the practicum tends to reproduce deficit-centred inclusion perspectives without critical reflection on special needs. Besides, support, openness, and autonomy in practicum can contribute to embracing an inclusive approach and performing inclusive practices. Finally, we discuss the relevance of investigating initial teacher education for inclusion in its situated and complex nature. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500199 |
| Database: | ERIC |
| Abstract: | Practicum is considered an essential element of initial teacher education for inclusive education. In this article, we explore its contribution to the pre-service teachers' adoption of an inclusive approach. We conducted a qualitative, multicase study of three primary teacher education programmes in Chile. Through episodic interviews, we produced data from 18 pre-service teachers. The main results showed that practicum causes various emotions, cognitions, and actions that interact with the adoption of an inclusive approach. Overwhelming pre-service teachers' emotions related to exclusion can undermine their self-efficacy, leading them to avoid an inclusive approach. Also, the practicum tends to reproduce deficit-centred inclusion perspectives without critical reflection on special needs. Besides, support, openness, and autonomy in practicum can contribute to embracing an inclusive approach and performing inclusive practices. Finally, we discuss the relevance of investigating initial teacher education for inclusion in its situated and complex nature. |
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| ISSN: | 0313-5373 1835-517X |
