Year: 2021 | Month: April | Volume 12 | Issue 1
Becoming Inclusive Teachers: Perspectives of Pre-service Teachers of Regional Institute of Education, Bhubaneswar on Inclusive Education
Manoj Kumar Swain
Laxmidhar Behera
Amlesh Kumar
Dhanya Krishnan
DOI:10.30954/2231-458X.01.2021.4
Abstract:
Preparing educators for inclusive education setup and improving learning outcomes of children with special needs is a major concern across the globe. The present study explored student teachers’ perspectives towards inclusive education. The study explored the experiences and preparation of secondary level pre-service teachers in theory and field-based activities for inclusive education. A descriptive survey method was used for this study. The research was limited to students studying at Regional Institute of Education, Bhubaneswar a constituent unit of NCERT, India. The sample consisted 125 final-semester student teachers (8th semester student teachers from four-year integrated B.A.B.Ed., B.Sc.B.Ed. and 4th semester student teachers from 2 year B.Ed. programmes). Attitude scale and self-developed questionnaire were used for this study. The result of the study revealed that, majority of the student teachers have optimistic attitudes toward inclusive education. Majority of the pre-service teachers stated that theory and field engagement activities for inclusive education are helpful for preparing inclusive classroom teachers. But they also stated that these activities and conceptual papers are not enough for preparing inclusive classroom teachers. The study’s findings have a wide range of consequences for teachers, teacher educators, and teacher education institutions as well as forthcoming research.
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