Location
Undergraduate Student Research (Session 5 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Abstract
The main research question this study will focus on is “How do newly qualified general elementary education teachers perceive their preparedness to teach in inclusive settings?” The goal of this study is to discover what areas teachers felt like they needed to build more proficiency in to successfully teach inclusion. The topics which will be explored include perceived preparedness for teaching in inclusive settings, ways to measure preparedness for teaching in inclusive settings, current ways teachers are being prepared to teach in inclusive settings and effective strategies for preparing teachers to teach in inclusive settings. After researching this topic, it has become clear that there is a need for more research regarding the preparedness of newly qualified general elementary education teachers to teach in inclusive settings. The results from this research can be used to reform curriculum or requirements for bachelors of elementary education candidates in the coming years.
Keywords
inclusion, newly qualified teachers, inclusive setting, special education, elementary education
Professional Bio
I am Brooke Armesto and I am a Special Education major starting my senior year. While working under the direction of Catherine Howerter, I am completing this capstone research project as part of my honor's research requirements.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Armesto, Brooke, "Becoming Inclusive: A Collection and Analysis of the Perceptions of Newly Qualified General Elementary Education Teachers on their Preparedness for Teaching in Inclusive Settings" (2020). Georgia Educational Research Association Conference. 62.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/62
Included in
Becoming Inclusive: A Collection and Analysis of the Perceptions of Newly Qualified General Elementary Education Teachers on their Preparedness for Teaching in Inclusive Settings
Undergraduate Student Research (Session 5 Breakouts)
Abstract
The main research question this study will focus on is “How do newly qualified general elementary education teachers perceive their preparedness to teach in inclusive settings?” The goal of this study is to discover what areas teachers felt like they needed to build more proficiency in to successfully teach inclusion. The topics which will be explored include perceived preparedness for teaching in inclusive settings, ways to measure preparedness for teaching in inclusive settings, current ways teachers are being prepared to teach in inclusive settings and effective strategies for preparing teachers to teach in inclusive settings. After researching this topic, it has become clear that there is a need for more research regarding the preparedness of newly qualified general elementary education teachers to teach in inclusive settings. The results from this research can be used to reform curriculum or requirements for bachelors of elementary education candidates in the coming years.
