TY - JOUR
T1 - Beyond constraints
T2 - interpreting voices to reframe preparation of teachers for inclusive kindergarten classrooms
AU - Wong, Jessie Ming Sin
AU - Tong, Venus Sin Yee
AU - Chan, Selina Chun Man
N1 - Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Despite increased governmental support and attention, improved collaboration with community-based professionals, and enhanced teacher knowledge and training in Hong Kong, studies continue to reveal the unreadiness or even resistance of kindergarten teachers to include children with special educational needs (SENs) in their classrooms. This study aimed to unveil the possible reasons behind such unreadiness and resistance among trained early childhood teachers. The research team interviewed four early childhood educators from Hong Kong with various positions, experiences, and standpoints to explore their perspectives on pre-service teacher education and practicums in preparing teachers to support children with SENs. The results indicated that, while trainee teachers had the necessary knowledge to work with children with SENs, they lacked opportunities and support to apply and connect theory to practice during their practicums. This could be due to constraints such as being assigned passive roles by mentors and trainees’ own complacency. Implications and recommendations for improving future pre-service programmes are discussed to better prepare teachers for inclusion. The analysis contributes an ecological perspective by investigating experiential learning as negotiated within dynamic sociocultural and structural forces, furthering understanding of influences shaping competence development.
AB - Despite increased governmental support and attention, improved collaboration with community-based professionals, and enhanced teacher knowledge and training in Hong Kong, studies continue to reveal the unreadiness or even resistance of kindergarten teachers to include children with special educational needs (SENs) in their classrooms. This study aimed to unveil the possible reasons behind such unreadiness and resistance among trained early childhood teachers. The research team interviewed four early childhood educators from Hong Kong with various positions, experiences, and standpoints to explore their perspectives on pre-service teacher education and practicums in preparing teachers to support children with SENs. The results indicated that, while trainee teachers had the necessary knowledge to work with children with SENs, they lacked opportunities and support to apply and connect theory to practice during their practicums. This could be due to constraints such as being assigned passive roles by mentors and trainees’ own complacency. Implications and recommendations for improving future pre-service programmes are discussed to better prepare teachers for inclusion. The analysis contributes an ecological perspective by investigating experiential learning as negotiated within dynamic sociocultural and structural forces, furthering understanding of influences shaping competence development.
KW - Hong Kong
KW - practicum
KW - pre-service teacher education
KW - regular classrooms
KW - Special educational needs
UR - http://www.scopus.com/inward/record.url?scp=85188731350&partnerID=8YFLogxK
U2 - 10.1080/09669760.2024.2333301
DO - 10.1080/09669760.2024.2333301
M3 - Article
AN - SCOPUS:85188731350
SN - 0966-9760
JO - International Journal of Early Years Education
JF - International Journal of Early Years Education
ER -