Preparing Teachers for Inclusion: Attitudes, Challenges and Concerns of General Education Novice Teachers from the Perspective of a Credential Program Training Teacher

摘要

The current study aims to explore the attitudes, challenges and concerns of novice teachers towards working in an inclusive education classroom and the degree of which their training has adequately prepared them to teach students with special needs. This qualitative research reports that compared with their experienced colleagues, novice teachers are more receptive to inclusive education but they are faced with challenges. Pre-service training programs have prepared novice teachers with some skills and confidence in inclusion but more in-service training are required.