Initial Training Teachers Facing Inclusive Education: Between Their Representations and Practices, What Evolutions? A Study in Guadeloupe

Elisabeth Issaieva; Axelle James

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Chapter 4 Initial Training Teachers Facing Inclusive Education

Between Their Representations and Practices, What Evolutions? A Study in Guadeloupe

In: Inclusive Educational Ethics, Facing the Facts

Authors:

Elisabeth Issaieva

Elisabeth Issaieva
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Axelle James

Axelle James
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Type:: Chapter

Pages:: 53–68

DOI:: https://doi.org/10.1163/9789004705968_005

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Abstract

For a better understanding of the role of training (in a complex and multicultural context) in the evolution of beliefs, knowledge of trainee teachers with regard to inclusive education, we carried out a study in two phases. First, we tried to identify some fifty or so teachers’ evolution of representations (from Primary school) between the first and the end of the second year of the master’s degree. Then, we studied three novice teachers’ classroom practices to understand the difficulties they encounter to deal with pupils’ diversity. The results show that the training enabled who took part in the research to form their own conception of inclusion. In the course of the training, the vision of inclusion become more precise. It is more apparent for students having followed the complementary reflective training. Despite the evolution in representations over the course of the training, the latter does not yet enable the students to have inclusive professional gestures destined for the whole class. These results will be discussed and explanations will be proposed.

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Inclusive Educational Ethics, Facing the Facts

Series: ISATT Conference Series, Volume: 2

E-Book ISBN:: 9789004705968

Publisher:: Brill

Print Publication Date:: 27 Aug 2024

Subjects
- Education
  - Inclusive Education

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Chapter 4 Initial Training Teachers Facing Inclusive Education

Between Their Representations and Practices, What Evolutions? A Study in Guadeloupe

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Inclusive Educational Ethics, Facing the Facts

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