Preservice Teachers’ Perceptions of their Preparedness to Integrate Equity and Social Justice Principles in an Inclusive Learning Environment

Abstract

Recent research studies have revealed that while many pre-service teachers express feelings of confidence in their core understandings of teaching, they still express concerns about applying this knowledge to practice. This study examines student teachers’ feelings of their preparedness to teach in an inclusive environment that caters for learners with a variety of backgrounds, learning styles, abilities and special needs, and specifically to integrate social justice principles in their teaching. The study adopts a one-on-one semi-structured interview protocol with five fourth year undergraduate students in a childhood (grades 1-6) certification and special education certification program, who were just about to join the teaching profession. Overall, the PSTs felt prepared but expressed a need for constant professional development to gather practical strategies to assist them in the day-to-day business of teaching. The participants only partly felt prepared to work in an inclusive learning environment with relative comfort in creating a positive learning environment, planning for lessons and designing instructional strategies, but felt inadequately prepared to integrate issues of social justice in their teaching.