This single case study examined the perspectives of 12 pre-service teachers in one Ontario teacher education program towards their preparation for inclusive teaching using Sensemaking theory as a theoretical framework. Semi-structured interviews as well as document analysis for inclusive education policies were conducted. The findings showed that pre-service teachers perceive inclusion as a collaborative policy practice that requires the possession of a positive mindset, respect towards all learners, and the necessary resources. Moreover, the findings suggest the need for the examined program to critically review its curricular structure in terms of how course designs and requirements would further support future teachers’ knowledge and practices around inclusive teaching. In addition, completing the field-based experience component under the supervision of inclusion-oriented associate teachers and in K-12 classrooms that exemplify students’ diversity was found crucial.
Examining the policy-practice gap: The divergence between regulation and reality in organic fertiliser allocation in pasture based systems
