TitleInclusive education: Pre-service teachers’ reflexive learning on diversity and their challenging role
Publication TypeJournal Article
Year of Publication2013
AuthorsBentley-Williams, R., & Morgan J.
JournalAsian-Pacific Journal of Teacher Education

This article focuses on the personal and professional influences that shape the ways in which pre-service teachers conceptualize diversity and inclusivity in the classroom.  Bentley-Williams and Morgan collaborated on a study that examined the use of reflexive practices for preparing future educators across two universities.  Based on the critical social constructivist perspective, the authors aimed to evaluate how individual interpretation can alter pre-service teachers’ general perceptions and attitudes towards diversity topics.  Results from this study show that reflexive learning is a useful method that works to expand pre-service teachers’ consciousness and level of commitment to diversity and quality inclusive education.