UBC Theses and Dissertations
Educators’ perspectives on inclusive teaching practices in early childhood care and education settings in British Columbia : the role of teacher education and work experiences Rehmani, Karima
Based upon semi-structured interviews with six participants who had completed their Basic Early Childhood Educator (ECE) and Post-Basic certificate in Special Needs in British Columbia, this study investigated early childhood educators’ perspectives on the role of teacher education and work experiences in the development of their inclusive teaching practices. To date, only a few research studies have discussed early childhood educators’ perspectives on inclusion and inclusive teaching practices (however see, Dalkilic, 2014). To address this gap, two research questions guided this study: What role does teacher education play in the development of early childhood educators’ inclusive teaching practices in Early Childhood Care and Education (ECCE) settings? What role does work experience, including professional development workshops, play in the development of early childhood educators’ inclusive teaching practices in ECCE settings? This qualitative study was informed by a disability studies framework (Broderick, Mehta-Parekh, & Reid, 2005). The data, gathered from semi-structured interviews, were analyzed following Braun and Clarke’s (2006) thematic analysis. Five themes emerged from the analysis of the interview data. They are as follows: The importance of “real world” experiences for inclusive teaching practices; The barriers that impede the development of inclusive teaching practices; Experiences at work that strengthen inclusive teaching practices; The role of practica in strengthening inclusive practices; and The importance of learning about different diagnoses. Recommendations for ECCE settings and teacher education programs, along with limitations and suggestions for future research, are addressed in the conclusion.
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