current research

  The purpose of this study is to investigate teacher candidates'(TCs) beliefs about inclusion and inclusive teaching practices. To this end, case study methodology will be utilized to examine TCs’ beliefs about inclusion and   inclusive teaching practices upon entry into, and completion of a 36-hour   inclusive education course. Longitudinal data will include follow-up interviews with TCs conducted over TCs’ practicum experiences. Interview data will provide insight into contextual features that may foster or hinder TCs’  development of positive beliefs about inclusion and their implementation of  inclusive teaching practices. Ground theory will be used to code and analyze data.

The objective of this study is to gather information about how teacher education programs can support TCs marginalized populations. The study will examine sources of support for TCs’ sense of authenticity – their feelings of being able to act in a way that is congruent with their experiences, sense of self and values. Teachers’ sense of authenticity is known to have important implications for both student and teacher success. Evidence indicates that students who have teachers that feel free to be their authentic selves achieve greater academic success (Emdim, 2021; Plust, Murphy & Joseph, 2021). Likewise, teachers who feel free to be their authentic selves are more likely to stay and thrive within the teaching profession (Douglas, 2019). Despite these findings, a dearth of research exists examining what contributes or hinders teachers and TCs’ sense of authenticity.