The purpose of the research was to investigate how teacher educators prepare their student teachers to work in the growing diversity in schools. The aim was to develop an understanding and knowledge of how our institute is preparing future teachers for inclusive practices. Research question: How are educational programs at the School of Education designed to prepare teachers for inclusive schools?
One of the major challenges for teachers in modern times is the continuous search for pedagogy and approaches to meet the growing diversity within inclusive schools. The growth of migration in Iceland is leading to increased population of pupils with different ethnic, linguistic and family backgrounds. Ideas of inclusion assume that every learner has equitable access to education and that schools organize learning spaces that accommodate everyone in the spirit of universal design. Facing these challenges, school systems and teachers have to consider how they can respond. Teachers are the key in developing inclusive practices and pedagogies in schools (Ainscow, 2008; Meijer, 2003) and they call for a support and methods to be able to teach the diverse groups of students in schools today. Inclusion is an on-going and never-ending process and needs to be a part in the whole preparation for the teachers´ job. The concept and idea of inclusion is grounded in the ideologies of social justice, democracy, human rights and the access to education for all.
This situation of diverse population and agreement on inclusive education in schools means that teacher educational practices must place emphasis on inclusive and multicultural education, and second language teaching (Banks, 2013). Teacher educators have to consider this challenge as they prepare student teachers to work in inclusive schools and classrooms educating diverse groups of students. Although the idea of inclusion regulates the curricula and education systems in many countries, the meaning is interpreted differently between countries and even professionals in the same country (Roos, 2018).
Globally the issue of teacher education is high on the policy agenda and move towards a more inclusive education system. Ideas of inclusion assume that every learner has equitable access to education and that schools organize learning spaces that accommodate everyone in the spirit of universal design (Hall, Meyer, & Rose, 2012). Teacher educators need to be constantly looking for effective ways of incorporating inclusive education as an integral part of the teacher education (Guðjónsdóttir, et. al., 2007). Teacher education must attend to this focus in two different ways, in the content area and what they teach, but also to the way they teach. It is important to look at the way of teaching, because it is generally accepted that students learn not only by listening to their educators, but also by having the opportunities to practice what is presented. Teacher education for inclusive practice has to focus on how to transform practice in schools to promote inclusion. Inclusive schools call for teachers who are able to foster inclusion, and do not only talk about it. It is therefore necessary that the goal in teacher education and the activities required contribute to inclusive practices. The student teachers have to have the opportunity to work with teachers in inclusive schools. They should also have opportunities to work on their teacher identity building their capacity through their studies at universities. Teachers’ abilities only become visible and effective through their actions and activities in real life (Hollenweger, Pantić, & Florian, 2015). Therefore it is important how inclusive practices are introduced to student teachers and that they have the opportunities to participate in real activities.
