Preservice teachers' views of inclusive education: A content analysis

Brian Hemmings*, Stuart Woodcock

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

40 Citations (Scopus)


Survey-based research was conducted with preservice teachers, from a large regional Australian university, to explore their views about inclusion and their readiness to teach in inclusive classrooms. Open-ended questions were included in the survey to glean information on the respondents' feelings and concerns about inclusion and inclusive practices. In addition, questions were framed to allow the respondents to discuss ways that the university could better prepare them as practising teachers. The responses to each of these questions were content analysed to delineate categories, and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made of the views expressed by the respondents before they experienced an inclusive education subject and a related practicum with those expressed after. The implications of the results for teacher education programs are considered.

Original languageEnglish
Pages (from-to)103-116
Number of pages14
JournalAustralasian Journal of Special Education
Issue number2
Publication statusPublished - 2011
Externally publishedYes


  • Content analysis
  • Inclusion
  • Professional development
  • Teacher education


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