Teacher Preparation for Inclusive and Diverse Classrooms: Pedagogical Competence, Professional Identity and Systemic Support

Abstract

Classrooms in many parts of the world are becoming increasingly diverse and therefore require teachers who are able to respond effectively to learners′ varied social, cultural, linguistic & cognitive needs. Inclusion Schooling based on equity and social justice is not just a policy, but should be incorporated into an ongoing systematic teacher preparation program that are prepared to navigate complex classroom challenges in order to make good on inclusive hopes. This paper examines the role of teacher education in preparing prospective educators to teach in inclusive and diverse classrooms, with a special reference to an Asian context.

Using a methodological style of an integrative review the study integrates theoretical concept, policy framework, research evidence and case examples from Asia. This article explores attempts within teacher preparation to address difference through pedagogy, the shaping of professional identity, and institutional support structures. It is an assertion (and a rationale) that preparation for inclusive classrooms happens through growth across three interrelated areas: Inclusive Pedagogical Competency, Reflective and Ethical Teacher Identity, and Empowering Systemic Contexts.

Structural changes, however, are at odds with the very idea of inclusive education and none of these have been explicitly analysed building on the existing structures for teachers (Giroux et al. in press), although in recent teacher education policy textual analysis more attention is increasingly drawn towards such issues as an all-inclusive approach to teacher quality (Derwing; 2010). Factors including limited pre-service preparation, insufficient exposure to a wide range of children and limited in-service professional development restrain teachers from adequately responding to inclusion pressures. While on the other hand, practices of contextually specific approaches to teacher preparation, community Engagement and ongoing professional development may indicate better inclusive teaching outcomes.

It contributes to the literature by providing a conceptual framework towards implementing teacher education for inclusive and diverse classes, with an emphasis on Asia. Its assertion is that preparing teacher educators for inclusion is not a technical task, but rather a transformative undertaking requiring a rethinking of the content of teacher education programmes, professional cultures and governance.