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

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 shou...

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Bibliographic Details
Published in:Journal of early childhood teacher education 2022-04, Vol.43 (2), p.307-326
Main Authors: D'Agostino, Sophia R., Douglas, Sarah N.
Format: Article
Language:English
Subjects:
Children with disabilities
Early Childhood Teachers
Inclusion
Preschool Children
Preschool Education
Preschool Teachers
Preservice Teacher Education
Preservice Teachers
Student Attitudes
Students with Disabilities
Teachers
Young Children
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Summary: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.
ISSN:1090-1027
1745-5642
DOI:10.1080/10901027.2021.1902435