Power, Erin C. (2015) “I believe in inclusion but…” : a critical exploration into teacher beliefs and values around inclusion. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
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This critical exploration into teacher beliefs and attitudes around inclusion serves to examine the various ways in which The Department of Education of Newfoundland and Labrador’s implementation of its Inclusive Education Initiative (2009) is being understood by educators. In particular it explores how teachers’ past experiences with inclusion impact their core beliefs and values. Due to the importance of relationship within the development of inclusive school cultures (Booth & Ainscow, 2002), this research is positioned within a framework of relational theory and restorative justice. This narrative inquiry focuses on three educators working in primary/elementary schools in St. John’s, NL. There was a marked difference in discussions around inclusive education before and after unpacking the participants own core beliefs and values around inclusion. Suggestions are offered for professional development components that explore inclusive core beliefs and values.
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (pages 108-116).|
|Keywords:||Inclusive Education, Newfoundland and Labrador, Restorative Justice, Relational Theory, Core Beliefs, Core Values, Inclusion|
|Department(s):||Education, Faculty of|
|Geographic Location:||Newfoundland and Labrador|
|Library of Congress Subject Heading:||Elementary school teachers--Newfoundland and Labrador--Attitudes; Inclusive education--Newfoundland and Labrador; Narrative inquiry (Research method)--Newfoundland and Labrador|
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