Experiences of new teachers in inclusive classrooms

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dc.contributor.authorLoraas-Pletsch, Jessie Marie
dc.contributor.supervisorRoberts, Jillian
dc.date.accessioned2010-02-16T21:28:30Z
dc.date.available2010-02-16T21:28:30Z
dc.date.copyright2006en
dc.date.issued2010-02-16T21:28:30Z
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractExtant research describes the need for special education training in teacher training institutions. Research also states the importance of listening to the experiences of new teachers to inform best practice of teacher education training; however, there is a paucity of research examining the needs of new teachers to inform special education training for generalist preservice teachers. This phenomenologically informed study explores the experiences of new teachers in inclusive classrooms to gain an understanding of the knowledge and experiences new teachers need. The participants include seven new teachers who teach in inclusive classrooms across BC. All data was gathered through semi-structured interviews. Interviews were transcribed and analyzed according to phenomenological procedures with the goal of understanding the essence of experience for these new teachers in their inclusive classrooms. Based on the new teachers' experiences, initial recommendations are provided for teacher training institutions and directions for further research are also discussed.en
dc.identifier.urihttp://hdl.handle.net/1828/2206
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjectmainstreaming in educationen
dc.subjectfirst year teachersen
dc.subjectBritish Columbiaen
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Educationen
dc.titleExperiences of new teachers in inclusive classroomsen
dc.typeThesisen

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