Child Care and Early Education Research Connections

Skip to main content

Preparation experiences of pre-service inclusive preschool teachers: A qualitative metasynthesis

Description:

The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed. (author abstract)

Resource Type:
Literature Review

- You May Also Like

These resources share similarities with the current selection.

Preparing teachers for inclusion: Jordanian preservice early childhood teachers' perspectives

Reports & Papers

Workforce development: Higher education and preservice professional preparation

Fact Sheets & Briefs

Preparing for Life: Early childhood intervention: 18 month summary report

Fact Sheets & Briefs
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT